چکیده:
Interlanguage pragmatics has attracted considerable attention in recent years. One strand of interlanguage pragmatics research includes studies comparing the effectiveness of implicit versus explicit teaching on the development of pragmatics. Many studies, although inconclusively, have shown the superior effect of explicit teaching of pragmatics, but few have focused on finding ways to improve the implicit teaching of pragmatics. The present study attempted to unfold the effect of collaborative dialogue on the quality of implicit teaching of request (head act and preparator). To this end, 28 participants (19 to 33 years old, intermediate) majoring in English (freshman and junior) were divided into two groups. The experimental group (n=14) had the opportunity to complete the tasks collaboratively and the control group (n=14) were not provided with any specific pragmatic instruction. The instructional procedure included four successive sessions of teaching request in situations where the sociological parameters were systematically varied. For the purpose of data collection, the classes were audio-recorded and a pretest-posttest design for discourse completion task (DCT) was adopted. For the purpose of data analysis, target request head acts and preparators were scored and also the audio recordings of classes were transcribed and the process of learning during treatment was checked in detail. The findings indicated that the experimental group outperformed the control group in producing target preparators and head acts. And evidence of noticing the pragmatic forms namely noticing unnoticed forms, noticing the gap, and negotiation of form was observed during the collaborative task. This study suggests that teachers may need to provide learners with the opportunities for collaborative tasks along with input enhancement tasks in order to improve the pragmatic knowledge of the learners.
خلاصه ماشینی:
As a result, the present study aims at examining the effect of collaborative dialogue on the quality of implicit teaching of pragmatics to see if this technique is influential in university students’ noticing of pragmatic forms of language during a form comparison task.
During collaborative dialogue, learners negotiate about the form, function and context of language use, in other words, together they co- construct pragmatic knowledge.
Table 4 Comparing the means of the two groups )VIew the image of this page) The result of the quantitative analysis shows that collaboration can help learners notice the form and use the triggered head acts in the post- test without any explicit intervention of the teacher.
The quantitative results of this research indicate that collaborative dialogue could well direct learners’ attention to the forms of language so that learners noticed the head act, preparator without explicit intervention of the teacher.
In addition, regarding the second research question, the data of this study shows that collaborative dialogue may have created a situation in which the learners could have noticed the form in the following three ways: Noticing unnoticed forms or holes Noticing the gap Negotiation of form These three events were perceived to be indicators of learners’ noticing of the form and collective scaffolding of each other through their zone of proximal development.
Qualitative analyses of the learners’ process of learning during the treatment also showed that the learners who performed collaborative dialogue could successfully pay attention to the pragmatic forms of language.