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:: Volume 14, Issue 2 (9-2011) ::
IJAL 2011, 14(2): 1-30 Back to browse issues page
Teaching Requestive Downgraders in L2: How Effective are Input-Based and Output-Based Tasks?
Abdolhossein Ahmadi , Reza Ghafar Samar, Massood Yazdanimoghaddam
The academic member of Islamic Azad University, Larestan Branch, Fars, Iran
Abstract:   (8744 Views)
The present study examines the impact of focused tasks on the development of Iranian EFL learners’ pragmatic competence. To this end, we compared the effectiveness of the dictogloss (DIG) as an output-based task and the consciousness raising (CR) as an input-based task in teaching English requestive downgraders. Prior to the experiment, 147 Iranian EFL learners participated in the study to develop the instruments. Also, 43 American native English speakers provided the baseline data for the construction of the recognition test and the instructional treatment.  We matched 60 Iranian EFL learners in two groups based on their scores on the Oxford Placement Test (2004). The groups were then randomly assigned to instructional conditions namely, the DIG and CR tasks. The instructional treatment continued for 8 sessions. The results revealed that neither the effects of instructional treatment nor the effects of time were significant between the groups on pragmatic measures. The findings also demonstrated that participants in both tasks preformed significantly better in the immediate and delayed posttests than in the pretest. Similarly, participants in both groups maintained the positive effects of the treatment in the delayed posttest on the production and perception measures. For the recognition measure, however, the participants in the DIG condition significantly fell to a lower level in the delayed posttest.
Keywords: Consciousness Raising Task, Dictogloss Task, Input and Output Based-Tasks, Instructed Interlanguage Pragmatics, Pragmatics, Request, Requestive Downgraders
Full-Text [PDF 329 kb]   (2263 Downloads)    
Type of Study: Research |
Published: 2011/09/15
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Ahmadi A, Ghafar Samar R, Yazdanimoghaddam M. Teaching Requestive Downgraders in L2: How Effective are Input-Based and Output-Based Tasks?. IJAL. 2011; 14 (2) :1-30
URL: http://ijal.khu.ac.ir/article-1-15-en.html

Volume 14, Issue 2 (9-2011) Back to browse issues page
Iranian Journal of Applied Linguistics
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