Teaching English Pragmatics in an EFL Context: Effects of Obtrusive and Unobtrusive Focus on Form Instructions
محورهای موضوعی : language teaching
Elaheh Zaferanieh
1
(
English Department of the University of Isfahan
)
عباس اسلامی راسخ
2
(
English Department of the University of Isfahan
)
کلید واژه: Focus on Form, English pragmatics, Obtrusive instruction, Unobtrusive instruction,
چکیده مقاله :
With the aim of more emphasis on pragmatics and its inclusion in EFL classrooms, this study attempted to investigate the effectiveness of obtrusive and unobtrusive focus on form instructions on learners’ pragmatic performance of criticizing in English. 54 Iranian learners, all at intermediate level, participated in this study, and they were divided into three groups: 19 participants receiving obtrusive instruction, 21 learners receiving unobtrusive instruction and 14 participants had no pragmatic instruction (control group). Techniques related to each method were operationalized in details and applied in the classrooms. The most basic techniques in obtrusive methods were consciousness raising activities, metalinguistic explanation, and explicit correction. In unobtrusive method, input enhancement activities, and recast were used. Discourse completion test and oral feedback were used as pretests and posttests in this study. After applying statistical analyses using ANOVA, it was found that learners’ pragmatic knowledge of criticizing improved significantly in both kinds of instructions. Also, results of post hoc analyses indicated that learners in obtrusive focus on form instruction outperformed those in unobtrusive focus on form instruction significantly. These results were justified through noticing hypotheses, importance of metalinguistic explanations, effects of explicit correction, and output hypothesis. These findings may have great implications for language teachers, syllabus designers, and future researchers.
به منظور تاکید بیشتر بر منظورشناسی زبان دوم و گنجاندن ان در کلاسهای اموزش زبان انگلیسی، در این مطالعه محققان تلاش کردند تاثیر روشهای اموزشی فرم محور مداخله ای و غیر مداخله ای را بر دانش منظورشناسی فراگیران انگلیسی مورد ارزیابی قرار دهند. در این تحقیق تاکید بر کنش رفتاری "انتقاد کردن" بود. 54 فراگیر ایرانی در سطح زبانی متوسط در این تحقیق شرکت کردند و به سه گروه تقسیم شدند: 19 نفر مربوط به روش مداخله ای، 21 نفر مربوط به روش غیر مداخله ای و 14 نفر هم در گروه کنترل بودند. تستهای اولیه گرفته شد و سپس تکنیکهای مربوط به هر روش خیلی دقیق در کلاسها اجرا شدند. اصلی ترین تکنیکهای روش مداخله ای عبارت بودند از فعالیت های اگاهی انگیزی، توضیحات کاملا عینی و شفاف و اصلاحات مستقیم توسط معلم. در روش غیر مداخله ای، فعالیت های تقویت داده و اصلاحات غیر مستقیم استفاده شد. بعد از اتمام و اجرای روشهای اموزش، تست ثانویه از فراگیران گرفته شد و با استفاده ازروشهای اماری انوا داده ها تجزیه و تحلیل شدند. نتایج تحلیل داده نشان داد که دانش منظورشناسی انگلیسی افراد در گروههایی که اموزش دیدید پیشرفت چشم گیری داشت. همچنین یافته ها حاکی از ان بود که فراگیران روش مداخله ای به طور معناداری بهتر از گروه دیگر عمل کردند. این نتایج میتواند کاربرد زیادی برای معلمان زبان، برنامه ریزان درسی و محققان داشته باشد.
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