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Teaching Pragmatic Competence among Iraqi EFL Learners through Task-based Approach: The Mediating Roles of Teaching Context and Learners’ Gender

ریاسه کریم عقاب اللامی¹

، فاطمه کریمی^*

²، حامد گتان جواد³

، ضرغام قبانچی⁴

1- گروه زبان های خارجی، دانشگاه آزاد اسلامی، واحد خوراسگان
2- گروه زبان های خارجی، دانشگاه آزاد اسلام، واحد خوراسگان ، Fatinaz.karimi@yahoo.com
3- گروه زبان های خارجی، دانشکده آموزش برای علوم انسانی، دانشگاه کربلا
4- دانشیار ، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد

چکیده: (142 مشاهده)

This study aimed to explore the impact of pragmatics instruction on the perception and production of expressive and directive speech acts by Iraqi EFL learners. The study also sought to investigate the attitudes of both learners and teachers towards the use of task-based pragmatics instruction in both conventional face-to-face and technology-based classrooms. To achieve this goal, 120 Iraqi EFL learners took part in the study, divided into two experimental groups (conventional and technology-based classrooms) and one control group without pragmatics instruction. Data were analyzed quantitatively and qualitatively using statistical quantitative approaches for the former and content analysis for the latter. The results revealed that students who received instruction in speech acts, whether in conventional or online classrooms, performed better than those who did not receive any instruction in this area. Additionally, the findings supported the idea that online students outperformed their counterparts in conventional classrooms. Furthermore, the study found no significant gender differences in the speech act performance of Iraqi EFL learners. In the end, the benefits and challenges of task-based pragmatics instruction in online and conventional classrooms were discussed and implications were provided.

واژه‌های کلیدی: EFL learner، pragmatic competence، speech acts، task، technology

نوع مقاله: مقالات علمی پژوهشی | موضوع مقاله: زبان انگلیسی

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