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Traditional, Multiple-intelligence Based Instruction, and L2 Pragmatics Development

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.2 (2022.06)바로가기
  • 페이지
    pp.542-562
  • 저자
    Sajjad Gharibeh Gharibeh, Zhila Mohammadnia, Mehdi Sarkhosh
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A416054

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원문정보

초록

영어
Although a growing line of research has targeted the efficacy of multiple intelligence-based instructions on learners’ language learning and oral communication skills, studies exploring and incorporating the effects of multiple intelligence-based instructions on second language pragmatics development in general and politeness markers, in particular, are rare. The current study attempted to investigate the relative effect of multiple intelligence-based instructions on the politeness markers development. To this aim, thirty intermediate EFL learners studying New Interchange series in language institutes in Tabriz, Iran with the age range 13-17 were employed. McKenzie’s multiple intelligences questionnaires were conducted to pinpoint the participants’ dominant intelligences. Thus, the participants were assigned to two multiple-intelligence based experimental groups (A and B) and a control group. The results of two-way repeated-measures ANOVA (time × group) revealed that the participants in the experimental groups outperformed those in the control group in both comprehension/production posttests and delayed posttests, while there was not any significant difference between the experimental groups in the two testing occasions. Therefore, it can be concluded that adopting teaching methods and materials consistent with learners’ MIs would conspicuously enhance pragmatic competence.

목차

Abstract
Introduction
Literature Review
Politeness Markers
Research on Politeness Markers
Individual Differences and Multiple Intelligences
Empirical Studies
Method
Participants
Instruments and Instructional Materials
Data Collection Procedure
Data Analysis
Results
Discussion
Conclusion
Acknowledgements
The Authors
References

키워드

dominant intelligence MI-based instruction pragmatics traditional instruction

저자

  • Sajjad Gharibeh Gharibeh [ Urmia State University, Iran ]
  • Zhila Mohammadnia [ Urmia State University, Iran ]
  • Mehdi Sarkhosh [ Urmia State University, Iran ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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