Analysis of Iranian EFL Learners’ Needs to Learner-Negotiated Syllabus for Interlanguage Pragmatic (ILP) Competence Development
الموضوعات : نشریه مطالعات آموزش زبان انگلیسیArezoo 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,
الکلمات المفتاحية: Interlanguage, interlanguage pragmatic (ILP) competence, learner-negotiated syllabus, pragmatics,
ملخص المقالة :
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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