Estimating Pragmatic Competence of EFL Learners' Listening Comprehension via Gricean Cooperative Principles

الموضوعات : Research in English Language Pedagogy

Mohammad Reza Afshar ¹ (Department of Linguistics, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Bahman Gorjian ² (Department of Linguistics, Abadan Branch, Islamic Azad University, Abadan, Iran)
Elkhas Veysi ³ (Department of Linguistics, Payam-e-Noor University, Tehran, Iran)
Sasan Sharafi ⁴ (Department of Linguistics, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Mansoureh Shekaramiz ⁵ (Department of Linguistics, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)

تاريخ الإرسال : 08 الجمعة , جمادى الأولى, 1444 تاريخ التأكيد : 11 الأربعاء , جمادى الثانية, 1444 تاريخ الإصدار : 16 الجمعة , صفر, 1445

الکلمات المفتاحية: Pragmatic Meaning, Gricean Maxims, Listening comprehension,

ملخص المقالة :

Understanding the pragmatic meanings of the utterances in exchanges is a serious challenge among English language learners. This study aimed to estimate the pragmatic competence of EFL learners’ listening comprehension concerned with cooperative principles (CPs) of TOEFL candidates taking the listening modules. The maxims of quantity, quality, relation, and manner helped test takers uncover the indirect or figurative meanings of the speakers' intended meaning of utterances. The design of the study was exploratory-quantitative and interpretative. The participants were 150 high and low achievers of MA students majoring in TEFL. The research instrument was a 50-item listening test that was randomly selected from the Educational Testing Service (ETS). The participants took the listening test in the fall semester of 2022. Data from the listening test were collected and analyzed via t-test and ANOVA. Findings showed understanding CPs was effective in the learners’ listening performance. Furthermore, results indicated high and low achievers' recognition of quantity and manner principles was significantly different. However, there was no such difference in learners’ comprehension regarding the maxims of quality and relevance. Implications of the study suggest that EFL learners must focus more on the pragmatic meanings of quantity and manner rather than quality and relevance maxims.

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