EFL Learners’ Pragmatic Motivation Development via Exposure to Movie-Watching
الموضوعات : نکرش جدید در یادگیری زبان انکلیسی
Farahnaz Dayani
1
,
Vale Jalali
2
,
Massoud Tajadini
3
,
Neda Fatehi Rad
4
1 - Ph.D. Candidate, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - English Department, Azad University of Kerman
3 - Assistant Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
4 - دانشگاه آزاد اسلامی واحد کرمان
الکلمات المفتاحية: Pragmatic motivation, Film watching, EFL,
ملخص المقالة :
An aspect responsible for lack of suitable communicative skills is inappropriate level of motivation among the learners. The goal of this study was to consider the impact of using film watching on the pragmatic motivation of EFL learners. To this purpose, an experimental study was carried out with medical students. The sample of the study was composed of 60 nursing students aged 19 to 24. To ensure that the participants English proficiency, Quick Oxford Placement Test (OQPT) was run. Finally, 54 participants established the subjects of the study; then, being randomly classified into two equal groups of experimental (EG=27) and control (CG=27). Pre and post Pragmatic Motivation Questionnaire (Tajeddin and Zand-Moghadam, 2012) were used to collect the data. The results of the study indicated that watching films by the EFL learners could impact their level of motivation significantly. The achievements suggested the extensive use of movies in the language classes that could lead to both pragmatic knowledge and the subjects’ level of pragmatic motivation.
Belz, J. A. (2007). The role of computer mediation in the instruction and development of L2 pragmatic competence. Ann. Rev. Appl. Linguistics 27, 45–75.
doi: 10.1017/S0267190508070037
Cohen, A. (2008). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching, 41(2), 213–235.
Cutrone, P. (2020). How Does Short-Term Study Abroad Impact Japanese EFL Learners’ Willingness to Communicate and Intercultural Communication Competence? 多文化 社会 究, 6(1), 18.
Eun, J., & Tadayoushi, K. (2006). Effects of L2 instruction on interlanguage pragmatic development A meta-analysis. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 165-112). Amsterdam: John Benjamins.
Gardner, R. C., Day, J.B., & Macintyre, P.D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
Gardner, R. C., & Macintyre, P.D. (1993). A student’s contributions to second language learning: Affective variables. Language Teaching, 26, 1-11.
Jernigan, J. (2007). Instruction and developing second language pragmatic competence: An investigation into the efficacy of output. Unpublished doctoral dissertation.
Kasper, G. & Rose, K. R. (2002). Pragmatic development in a second language. Oxford: Blackwell Publishing.
Kasper, G., & Dahl, M. (1991). Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13(2), 215-247. http://dx.doi.org/10.1017/S0272263100009955.
Mwinyelle, J. (2005). The acquisition of pragmatic competence in an L2 classroom: Giving advice in Spanish. Unpublished doctoral dissertation, Faculty of the Graduate School, University of Texas at Austin.
Saadatmandi, M., Khiabani, S. M., & Pourdana, N. (2018). Teaching English pragmatic features in EFL context: A focus on request speech acts. Theory and Practice in Language Studies, 8(7), 829-835. https://doi.org//10.17507/tpls.0807.14.
Sawako Akai, B. (2007). Enhancing teaching and learning speech act: Action research of Japanese as a foreign language. Unpublished MA thesis, Department of Graduate and Undergraduate Studies in Education, Brock University, Ontario.
Schauer, G. A. (2010). Interlanguage pragmatic development: The study abroad context. London: Bloomsbury Publishing.
Rose, K. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385, 399.
Tagashira, K., Yamato, K., and Isoda, T. (2011). Japanese EFL learners’ pragmatic awareness through the looking glass of motivational profiles. JALT J. 33, 5–26. doi: 10.37546/JALTJJ33.1-1
Taguchi, N. (2007). Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL QUARTERLY. 41, 313–338.
doi: 10.1002/j.1545-7249.2007.tb00061.x
Taguchi, N. (2008). The role of learning environment in the development of pragmatic comprehension. Second Language Acquisition, 30, 423–452.
doi: 10. 1017/S0272263108080716
Taguchi, N. (2011a). Do proficiency and study-abroad experience affect speech act production? analysis of appropriateness, accuracy, and fluency. IRAL 49, 265–293. doi: 10.1515/iral.2011.015
Taguchi, N. (2011b). The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61, 904–939.
Taguchi, N. (2013). Individual differences and development of speech act production. Appl. Res. Engl. Lang. 2, 1–16.
Taguchi, N., & Roever, C. (2017). Second Language Pragmatics. Oxford: Oxford University Press.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: a comparative study. In in Z. Dornyei & E. Ushioda, (Edts). Motivation, Language Identity and the L2 Self (pp. 66- 97). Bristol: Multilingual Matters. doi: 10.21832/9781847691293- 005
Taguchi, N. (2014). Instructed pragmatics at a glance: where instructional studies were, are, and should be going. Language Teaching, 48, 1–50.
doi: 10.1017/ S0261444814000263
Taguchi, N., & Kim, Y. (Eds.) (2018). Task-based approaches to teaching and assessing pragmatics. Philadelphia: John Benjamins.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. New York, NY: Oxford University Press.
Tajeddin, A., & Moghadam, A. Z. (2012). Interlanguage pragmatic motivation: it’s construct and impact on speech act production. RELC J. 43, 353–372.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press.
Takahashi, S. (2005). Pragma linguistic awareness: Is it related to motivation and proficiency? Applied Linguistics, 26(1), 90-120
Timpe-Laughlin, v., Wain, J., & Schmidgall, J, (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations.
Vellenga, H. (2008). Instructional effectiveness and interlanguage pragmatics. (Unpublished doctoral dissertation, Faculty of the Graduate School), Northern
Wannaruk, A. (2008). Pragmatic transfer in Thai EFL refusals. Regional Language Center Journal, 39, 318-337.
Yang, H., & Ren, W. (2020). Pragmatic awareness and second language learning motivation: a mixed- methods investigation. Pragmat. Cogn. 26, 455–483.
