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Research Article

Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of Iranian EFL Learners' Comprehension of Conversational Implicature: Structural Equation Modeling Approach

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.21 No.1 (2024.03)바로가기
  • 페이지
    pp.139-160
  • 저자
    Rahime Karbakhsh Ravari, Naser Rashidi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A445133

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원문정보

초록

영어
One important individual characteristic exerting influence over the acquisition of pragmatic knowledge is pragmatic learning strategies. As it is in nascent stages of research interest, an attempt was made to investigate whether Iranian EFL learners’ comprehension of conversational implicature was predicted by memory, cognitive, metacognitive, social, compensation, and affective interlanguage pragmatic learning strategies. Totally, 376 upper-intermediate and advanced EFL learners, on the basis of their performance on a sample of Oxford Quick Placement Test, participated in this investigation. To carry out the present study, three data collection instruments were utilized including: Oxford Quick Placement Test, Interlanguage Pragmatic Learning Strategies Inventory, and Conversational Implicature Test. The hypothesized model was tested employing Amos 24 statistical package and revealed that Iranian EFL learners’ conversational implicature was predicted by cognitive, metacognitive and compensation interlanguage pragmatic learning strategies. Moreover, EFL learners’ cognitive IPLS was identified to be the strongest predictor (β= 0.45, p<.05) in predicting conversational implicature. This study concludes that the cognitive, metacognitive and compensation IPLS strategies can promote EFL learners’ comprehension of conversational implicature. The findings of the study can contribute to EFL teachers to implement more interlanguage pragmatic learning strategies in their classroom activities to develop better comprehension of conversational implicature and integrate this knowledge into the overall learning experiences.
기타언어
از آنجایی کھ اینگونھ پژوھش ھا در مرحلھ ابتدایی پژوھشی قرار دارند، در این مقالھ تلاش شد تا بھ بررسی این موضوع پرداختھ شود کھ آیا درک زبان آموزان ایرانی از معانی ضمنی توسط استراتژی ھای حافظھ ای، شناختی، فراشناختی، اجتماعی، جبرانی، و عاطفی پیش بینی می شود؟ در مجموع 376 زبان آموز زبان انگلیسی سطح متوسط و پیشرفتھ بر اساس عملکردشان درنمونھ آزمون تعیین سطح برای انجام پژوھش انتخاب شدند. ھمچنین از سھ ابزار جم عآوری داده از جملھ آزمون تعیین سطح آکسفورد، پرسشنامھ استراتژی یادگیری بین زبانی منظور شناسی و آزمون درک معانی ضمنی استفاده شد. نتایج معادلات ساختاری پژوھش حاضر نشان داد کھ استراتژی ھای یادگیری شناختی، فراشناختی و جبرانی، درک معانی ضمنی مکالمھ زبان آموزان ایرانی را پیش بینی می کنند. ھمچنین،استراتژی یادگیری شناختی فراگیران زبان در پیشبینی درک مفاھیم ضمنی مکالمھ نقش بسیار مھمی را ایفا می کند. یافتھھای این مطالعھ میتواند بھ معلمان زبان انگلیسی کمک کند تا استراتژی ھای یادگیری شناختی،فراشناختی و جبرانی را در فعالی تھای کلاسی خود پیادهسازی کنند تا بدین وسیلھ بھ درک بھتری از مفاھیم ضمنی مکالمھ دست یابند واز این دانش در تجربیات یادگیری کلی استفاده نمایند.

목차

Abstract
Introduction
Literature Review
Interlanguage Pragmatic Learning Strategies (IPLS)
Conversational Implicature
Method
Design
Participants
Instruments
Oxford Quick Placement Test (OQPT)
Interlanguage Pragmatic Learning Strategies Inventory
Conversational Implicature Test
Data Collection Procedure
Data Analysis
Results
Preliminary Analyses
Normality of Dara Distribution
Descriptive Statistics of Scores
Correlational analysis
Exploratory Analyses
Confirmatory Analyses
Discussion
Conclusion and Implications
The Authors
References

키워드

interlanguage pragmatic learning strategies conversational implicature SEM

저자

  • Rahime Karbakhsh Ravari [ Shiraz University ]
  • Naser Rashidi [ Shiraz University ]

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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