Applied Linguistics
Ali Derakhshan; Zohreh Eslami; Neda Ghandhari
Abstract
Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening ...
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Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP development. To this end, 72 (50 females and 22 males) Iranian lower-intermediate level learners ranging in age from 17 to 25 from two universities took part in this research. A multiple-choice discourse completion test (MDCT) (Liu, 2004) and Bar-Onʼs (1997) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and EFL learners’ ILP competence. The independent samples t-test outcomes indicated that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.
Testing
Seyyed Mohammad Alavi; Mahboube Shahsavar; Mohammad Hossein Norouzi
Abstract
Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large ...
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Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large classes and to meet the psychometric properties of assessment. To this end, the present study attempted to design a unique computerized dynamic assessment tool to diagnose learners’ development of pragmatic competence, specifically their knowledge of the speech acts of apology and request. To conduct the research, a number of 60 BSc students of engineering, aged 18-24, participated in the study. They had different proficiency levels, including pre-intermediate, intermediate and upper-intermediate levels. In the course of CDA, they were provided with 30 multiple choice discourse completion tests of apology and request and they were required to choose what they would say in that specific situation. The participants received pre-established meditational hints for each of the unacceptable responses, which were arranged from the most implicit to the most explicit. Finally, to diagnose learners’ development, their test performance, including their actual score, mediated score and learning potential score (LPS), was instantly displayed. Paired samples t-test showed development in learners’ mediated score. The results of the univariate analysis of variance showed that there is no interaction between mediation and proficiency level. Teachers can use this supplementary dynamic assessment tool to diagnose learners’ development of pragmatic competence.