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Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 37، شماره 1، مرداد 2018، صفحه 159-192 اصل مقاله (241.34 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.30652.2569 | ||
| نویسندگان | ||
| Shiva Kaivanpanah1؛ Mowla Miri* 2 | ||
| 1University of Tehran | ||
| 2Faculty of English Language and Literature Allameh Tabataba'i University, Tehran, Iran | ||
| چکیده | ||
| Grounded in sociocultural theory (SCT), this study explored whether the hypothesized difference in task-induced involvement could affect the actual realization of evaluation, one of the cognitive dimensions of the Involvement Load Hypothesis (ILH). A group of 24 Iranian EFL learners participated in the study. They were paired up to write a composition including ten unknown words in the first session and then completed a cloze task with another set of ten new words in the second one. Collaborative dialogues in both sessions were audio-recorded, transcribed verbatim and micro-genetically analyzed to trace how the value of hypothesized evaluation could affect the manifestation of evaluation during collaborative dialogues. In line with the tenets of ILH, the results of the micro-genetic analysis demonstrated that using target words in the composition task could induce a higher degree of evaluation than using them in the cloze task. In light of the findings, researchers are suggested to look at issues from different standpoints rather than restricting themselves to one single theoretical perspective. | ||
| کلیدواژهها | ||
| Task-induced involvement؛ evaluation؛ sociocultural theory (SCT)؛ micro-genetic analysis | ||
| مراجع | ||
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