Explicit and Implicit Instruction of Requestive Strategies: A Comparison of the Effects on Upper -intermediate English Learners’ Email Writing Development
محورهای موضوعی : language teachingافروز سینکی راد 1 , ثروت شیرخانی 2
1 - English Department, West Tehran Branch, Islamic Azad University, Tehran, Iran
2 - گروه زبان انگلیسی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران
کلید واژه: explicit instruction, implicit instruction, email writing, pragmatics instruction, requestive strategies,
چکیده مقاله :
This study compared the efficacy of explicit and implicit instruction of requestive strategies on upper-intermediate female English as a foreign language (EFL) learners’ email writing development. Sixty-two participants in four intact classes were randomly assigned to two explicit and implicit groups. In this quasi-experimental pretest-posttest design study two email evaluation tests and two written discourse completion tests (WDCT) were used to collect the data. In the pretest phase, an email evaluation test and a WDCT were administered to the participants in two sessions. Next, the two groups were provided with ten treatment sessions. The explicit group received direct instruction and metapragmatic explanation on the use of appropriate requestive strategies in writing emails. The implicit group, however, received instruction on writing requestive emails without any explicit explanation about the requestive strategies in emailing. Then, the participants took the posttest of email evaluation test and WDCT in two successive sessions. The results indicated that both modes of instruction exerted significant effects on the learners’ production of requestive strategies in English. The comparison of the two modes of instruction, nonetheless, indicated that the participants who underwent explicit instruction significantly surpassed those in the implicit group. The findings have implications for materials developers and instructors.
این تحقیق به مقایسه تاثیر تدریس صریح و تدریس ضمنی استراتژی درخواست کردن بر نگارش ایمیل فراگیران دختر سطح فوق متوسط زبان انگلیسی پرداخته است. شصت و دو نفر فراگیر زبان انگلیسی از شعبه دخترانه زبانکده ملی ایران در این کار تحقیقی مشارکت کردند و آنها در چهار کلاس مجزا بصورت تصادفی در دو گروه تدریس صریح و تدریس ضمنی قرار گرفتند. با طراحی دو نوع مختلف آزمون، اطلاعات مورد نظر را قبل و پس از تدریس جمع آوری گردید. در مرحله اول یک هفته قبل از شروع ترم در دو جلسه مجزا ابتدا تست بررسی ایمیل و سپس آزمون نگارش ایمیل برگزار شد. بعد زبان آموزان دو گروه در ده جلسه 30 دقیقه ای تحت آموزش قرار گرفتند. در گروه تدریس صریح به طور صریح استراتژی درخواست کردن ازافراد در جایگاهها ی اجتماعی متفاوت به زبان آموزان آموزش داده شد و توضیحات درسی بصورت کتبی (بروشور) به آنها داده شد. زبان آموزان در گروه تدریس ضمنی هم بدون توضیحاتی صریح در مورد استراتژی درخواست کردن تحت تعلیم قرار گرفتند. بررسی داده ها نشان داد که هر دو روش تدریس تاثیرقابل توجهی بر بکارگیری صحیح استراتژی درخواست کردن در نگارش ایمیل داشتند اگرچه فراگیران در گروه تدریس صریح به طور معناداری بیشتر از گروه ضمنی پیشرفت کردند.
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