Analysis of Iranian EFL Learners’ Needs to Learner-Negotiated Syllabus for Interlanguage Pragmatic (ILP) Competence Development

Subject Areas : Journal of Teaching English Language Studies

Arezoo Nik Khormizi ¹ , Gholam-Reza Abbasian ² , مسعود یزدانی مقدم ³

1 - Ph.D. Candidate, Kish International Branch, Islamic Azad University, Kish Island, Iran
2 - Imam Ali University, Tehran, Iran
3 - Department of English Language, Garmsar Branch, Islamic Azad University,

Received: 2024-01-26 Accepted : 2024-01-26 Published : 2024-01-26

Keywords: Interlanguage, interlanguage pragmatic (ILP) competence, learner-negotiated syllabus, pragmatics,

Abstract :

This study sought to analyze Iranian EFL learners’ need to learner-negotiated syllabus for interlanguage pragmatic (ILP) competence development. To this end, a quantitative survey design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, a researcher-developed questionnaire was used. Data analysis was run using descriptive statistics and one-sample t-test. The results showed that Iranian EFL learners need learner-negotiated syllabus for interlanguage pragmatic (ILP) competence development. The results have some implications for EFL teachers, learners and curriculum planners

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