Association between Suggestion Speech Act and Language Proficiency, Gender, and Verbal Intelligence among Iranian EFL Learners
Subject Areas : Journal of Language, Culture, and Translation
1 - گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران
Keywords: gender, EFL learners, language proficiency, Suggestion speech act, Verbal Intelligence,
Abstract :
This study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completion Test (DCT) was used to produce data related to the suggestion forms utilized by the participants. Percentage and chi-square tests were used to analyze the data. The findings showed that different language proficiency levels did not produce any significant difference in the production suggestion speech act. However, participants’ performance considering different gender reached statistical significance. Also, verbal intelligence proved to be a significant factor in using suggestion forms among Iranian EFL learners.
References:
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Karimloo, S./ Journal of Language, Culture, and Translation 5(1) (2022), 213-236
231
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experiment with a miniature linguistic system. Studies in Second
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Oxford: Oxford University Press.
Eslami-Rasekh, Z., & Eslami-Rasekh, A. (2008). Enhancing the
pragmatic competence of non-native English-speaking teacher
candidates (NNESTCs) in an EFL context. In Alcón, E. A. &
Martinez-Flor, A. (Eds.), Investigating pragmatics in foreign language
learning, teaching, and testing. (pp. 153-178). Toronto: Multilingual
Matters.
Eslami-Rasekh, A., & Mardani, M. (2010). Investigating the effects of
teaching apology speech act, with a focus on intensifying strategies, on
pragmatic development of EFL learners: The Iranian context.Journal
of Language Society and Culture, 30, 96-103.
Fukuya, Y. J. & Zhang, Y. (2002). Effects of recasts on EFL learners’
acquisition of pragmalinguistic conventions of request.Second
Language Studies, 21, 1-47.
Karimloo, S./ Journal of Language, Culture, and Translation 5(1) (2022), 213-236
232
Fernandez Guerra, A., & Martinez-flor, A. (2005). Is teaching how to
suggest a good Suggestion? An empirical study based on EFL
learners‟ accuracy and appropriateness when making suggestions.
PortaLinguarum, 5, 91-108.
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acts across cultures: Challenges to communication in a second
language (pp. 1-21). Berlin: Mouton de Gruyter.
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Cambridge: Cambridge University Press.
Grant, L., & Starks, D. (2001). Screening appropriate teaching materials:
Closings from textbooks and television soap operas. International
Review of AppliedLinguistics in Language Teaching. 39,39-50.
Harris, S., Grainger, K., &Mullany, L. (2006).The pragmatics of political
apologies. Discourse & Society, 17(6), 715-737.
Hudson, T., Detmer, E., & Brown, J.D. (1995).Developing prototypic
measures of cross-cultural pragmatics. Honolulu: University of
Hawaii Press.
House, J. (1996). Developing pragmatic fluency in English as a foreign
language: routines and metapragmatic awareness. Studies in Second
Language Acquisition, 18, 225–252.
House, J. & Kasper, G. (1981). Politeness markers in English and
German.In F. Coulmas(Ed.), Conversational Routine (pp.157–185).
The Hague: Mouton.
Hymes, D. H. (1972).On communicative competence. In J. B. Pride & J.
Holmes (Eds.), Sociolinguistics, 269-293. Harmondsworth: Penguin.
Intachakra, S. (2004). Contrastive pragmatics and language teaching:
Apologies and thanks in English and Thai. RELC, 35(1), 37-62.
Jalilifar, A. (2009). Request strategies: Cross-sectional study of Iranian
EFL learners and Australian native speakers. English Language
Teaching, 2(1), 46-61.
Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage
pragmatic development: A meta-analysis. In J. M. Norris & L.
Ortega(Eds.), Synthesizing research on language learning and
teaching (pp. 165-211). John Benjamins Publishing Company.
Johnson, K., & Johnson H. (1998). Encyclopedic dictionary of applied
linguistics. Oxford: Blackwell Publishers Ltd.
Jiang, X. (2006). Suggestions: What should ESL students know? Elsevier,
34(1), 36-54.
Kasper, G. (1997). The role of pragmatics in language teacher education.
In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond methods:
Karimloo, S./ Journal of Language, Culture, and Translation 5(1) (2022), 213-236
233
Components of second language teacher education (pp. 113-136).
New York: McGraw-Hill.
Kasper, G. & Dahl, M. (1991). Research methods in interlanguage
pragmatics.Studies in Second Language Acquisition, 12, 215-247.
Kasper, G., & Blum-Kulka, S. (1993). Interlanguage Pragmatics: An
introduction. In G. Kasper, & S. Blum-Kulka (Eds.), Interlanguage
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in Spanish. In: S. M. Gass & J. Neu (Eds.), Speech Acts Across
Cultures: Challenge to Communication in a Second Language (pp.
257-281). Mouton deGruyter, Berlin.
Koike, D. A. & Pearson, L. (2005). The effect of instruction and feedback
in the development of pragmatic competence. System, 33, 481-501.
Kondo, S. (2008). Effects on pragmatic development through awarenessraising instruction: refusals by Japanese EFL learners. In Alcón, E. A.
& Martinez-Flor, A. (Eds.), Investigating pragmatics in foreign
language learning, teaching, and testing. (pp. 153-178). Toronto:
Multilingual Matters.
Krashen, S. (1985). The input hypothesis. London: Longman.
Leech, G. (1983). Principles of pragmatics. London: Longman.
Levinson, S. C. (1983). Pragmatics.Cambridge: Cambridge University
Press.
Liddicoat, A., & Crozet, C. (2001). Acquiring French interactional norms
through instruction. In K. R. Rose & G. Kasper (Eds.), Pragmatics in
language teaching (pp. 125-144). New York: Cambridge University
Press.
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