The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature
It is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for facilitating learners’ pragmatic development has been a central issue for researchers. To respond to the inconclusive...
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| Format: | Article |
| Language: | English |
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University of Isfahan
2020-01-01
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| Series: | Applied Research on English Language |
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| Online Access: | http://are.ui.ac.ir/article_23931_02522209d923f83cdbdb52f42388bd0a.pdf |
| _version_ | 1828764980537720832 |
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| author | Ali Derakhshan Zohreh. R Eslami |
| author_facet | Ali Derakhshan Zohreh. R Eslami |
| author_sort | Ali Derakhshan |
| collection | DOAJ |
| description | It is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for facilitating learners’ pragmatic development has been a central issue for researchers. To respond to the inconclusive findings in intervention studies and to extend the instructional studies in L2 pragmatics to less studied and more complex teaching targets, such as implicatures, the current study inquired into the effects of metapragmatic awareness, interactive translation, and discussion through video vignettes on the comprehension of implicatures of 51 (15 male and 36 female) Iranian upper-intermediate EFL learners, who were selected based on Oxford Quick Placement Test (2004) from students majoring English Literature and TEFL at Golestan University, Gorgan, Iran. Fifty-six video prompts containing implicatures from <em>Friends</em> sitcom series and <em>Desperate Housewives</em> TV series were taught to the participants who were randomly assigned to four groups (metapragmatic awareness, interactive translation, discussion, and control). The participants attended the classes twice a week for eight sessions. Results of multiple-choice implicature listening test revealed that all three intervention groups outperformed the control group. Results of Tukey’s Honest Significant Difference (HSD) test illustrated that the metapragmatic awareness group outperformed the interactive translation and discussion groups. No meaningful difference was found between the interactive translation group and the discussion group. The paper concludes that providing learners with contextually appropriate input through video using methods of pragmatic instruction (metapragmatic consciousness-raising, translation, and discussion) is effective to promote their ability to comprehend implicatures and signposts some avenues for future research. |
| first_indexed | 2024-12-11T06:41:32Z |
| format | Article |
| id | doaj.art-5b8367ae132f41b99018b282d8bf423e |
| institution | Directory Open Access Journal |
| issn | 2252-0198 2322-5343 |
| language | English |
| last_indexed | 2024-12-11T06:41:32Z |
| publishDate | 2020-01-01 |
| publisher | University of Isfahan |
| record_format | Article |
| series | Applied Research on English Language |
| spelling | doaj.art-5b8367ae132f41b99018b282d8bf423e2022-12-22T01:17:13ZengUniversity of IsfahanApplied Research on English Language2252-01982322-53432020-01-0191255210.22108/are.2019.118062.147623931The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of ImplicatureAli Derakhshan0Zohreh. R Eslami1Faculty of Humanities and Social Sciences, Golestan University, Gorgan, IranTexas A & M University, USAIt is substantiated that particular features of pragmatics are teachable, and instruction is both necessary and effective. Determining what kind of intervention is most effectual for facilitating learners’ pragmatic development has been a central issue for researchers. To respond to the inconclusive findings in intervention studies and to extend the instructional studies in L2 pragmatics to less studied and more complex teaching targets, such as implicatures, the current study inquired into the effects of metapragmatic awareness, interactive translation, and discussion through video vignettes on the comprehension of implicatures of 51 (15 male and 36 female) Iranian upper-intermediate EFL learners, who were selected based on Oxford Quick Placement Test (2004) from students majoring English Literature and TEFL at Golestan University, Gorgan, Iran. Fifty-six video prompts containing implicatures from <em>Friends</em> sitcom series and <em>Desperate Housewives</em> TV series were taught to the participants who were randomly assigned to four groups (metapragmatic awareness, interactive translation, discussion, and control). The participants attended the classes twice a week for eight sessions. Results of multiple-choice implicature listening test revealed that all three intervention groups outperformed the control group. Results of Tukey’s Honest Significant Difference (HSD) test illustrated that the metapragmatic awareness group outperformed the interactive translation and discussion groups. No meaningful difference was found between the interactive translation group and the discussion group. The paper concludes that providing learners with contextually appropriate input through video using methods of pragmatic instruction (metapragmatic consciousness-raising, translation, and discussion) is effective to promote their ability to comprehend implicatures and signposts some avenues for future research.http://are.ui.ac.ir/article_23931_02522209d923f83cdbdb52f42388bd0a.pdfconsciousness-raisingdiscussionimplicaturesinteractive translationmetapragmatic |
| spellingShingle | Ali Derakhshan Zohreh. R Eslami The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature Applied Research on English Language consciousness-raising discussion implicatures interactive translation metapragmatic |
| title | The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature |
| title_full | The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature |
| title_fullStr | The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature |
| title_full_unstemmed | The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature |
| title_short | The Effect of Metapragmatic Awareness, Interactive Translation, and Discussion through Video-Enhanced Input on EFL Learners’ Comprehension of Implicature |
| title_sort | effect of metapragmatic awareness interactive translation and discussion through video enhanced input on efl learners comprehension of implicature |
| topic | consciousness-raising discussion implicatures interactive translation metapragmatic |
| url | http://are.ui.ac.ir/article_23931_02522209d923f83cdbdb52f42388bd0a.pdf |
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