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Kargar, Ali Asghar, Sadighi, firooz, Ahmadi, Ali Reza. (1391). The Effects of Collaborative Translation Task on the Apology Speech Act Production of Iranian EFL Learners. , 31(3), 47-78. doi: 10.22099/jtls.2012.621
Ali Asghar Kargar; firooz Sadighi; Ali Reza Ahmadi. "The Effects of Collaborative Translation Task on the Apology Speech Act Production of Iranian EFL Learners". , 31, 3, 1391, 47-78. doi: 10.22099/jtls.2012.621
Kargar, Ali Asghar, Sadighi, firooz, Ahmadi, Ali Reza. (1391). 'The Effects of Collaborative Translation Task on the Apology Speech Act Production of Iranian EFL Learners', , 31(3), pp. 47-78. doi: 10.22099/jtls.2012.621
Kargar, Ali Asghar, Sadighi, firooz, Ahmadi, Ali Reza. The Effects of Collaborative Translation Task on the Apology Speech Act Production of Iranian EFL Learners. , 1391; 31(3): 47-78. doi: 10.22099/jtls.2012.621

The Effects of Collaborative Translation Task on the Apology Speech Act Production of Iranian EFL Learners

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
مقاله 3، دوره 31، شماره 3، دی 2012، صفحه 47-78    اصل مقاله (276.49 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22099/jtls.2012.621
نویسندگان
Ali Asghar Kargar1؛ firooz Sadighi2؛ Ali Reza Ahmadi* 3
1Ph.D. Student, TEFL Shiraz University
2Professor Shiraz University
3Assistant Professor, TEFL Shiraz University
چکیده
The present study aims to investigate the relative effectiveness of different types of pragmatic instruction including two collaborative translation tasks and two structured input tasks with and without explicit pragmatic instruction on the production of apologetic utterances by low-intermediate EFL learners. One hundred and fifty university students in four experimental groups and one control group participated in pre-tests, post-tests and two month follow ups consisting of open-ended discourse completion tasks (OPDCT), mobile short message tasks (MSMT) and telephone conversation tasks (TCT). The results of the study indicated that pragmatic instruction may enhance interlanguage pragmatics (ILP). It was also found that the participants receiving explicit pragmatic instruction outperformed the implicit and control groups. Moreover, the two Collaborative Translation Task (CTT) groups showed better retention of pragmatic knowledge. It was concluded that collaborative translation may result in deeper processing of both pragmalinguistic and sociopragmatic knowledge leading to more appropriate pragmatic production.
کلیدواژه‌ها
pragmatic instruction؛ pragmalinguistic knowledge؛ sociopragmatic knowledge؛ apology speech act؛ collaborative translation
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