چکیده:
As a follow-up to our previous study (i.e., Ahmadi, Ghafar Samar, & Yazdani moghaddam, 2011), we utilized dictogloss (DIG) as an output-based task and consciousness raising (CR) as an input-based task to explore the interaction between the effects of these tasks and EFL learners‟ multiple intelligences (MI) on the development of requestive downgraders. Prior to the experiment, 110 Iranian EFL learners were asked to participate in the study to help the researchers develop the instruments, i.e., a recognition and a production test. Also, 43 American native English speakers were employed to provide the baseline data for the development of the recognition test and the instructional materials. To carry out the study, the researchers matched 60 subjects in two groups based on their scores on the Oxford Placement Test (2004) and their inclination to interpersonal or linguistic intelligence. The groups were then randomly assigned to instructional conditions, namely the DIG and CR tasks. These tasks were utilized to implement the instructional treatment in eight sessions. The results revealed no significant differences between the participants in the DIG and CR tasks on the production and recognition measures. Due to the initial differences on the recognition measure, the pretest-posttest mean differences revealed that the DIG task was more effective in the enhancement of learners‟ recognition ability. While the effects of MI were not significant on pragmatic measures, a significant interaction in favor of learners with an inclination to interpersonal and linguistic intelligences was respectively observed for the participants in the DIG and CR tasks.
خلاصه ماشینی:
"e. , Ahmadi, Ghafar Samar, & Yazdani moghaddam, 2011), we utilized dictogloss (DIG) as an output-based task and consciousness raising (CR) as an input-basedtask to explore the interaction between the effects of these tasks andEFL learners‟ multiple intelligences (MI) on the development of requestive downgraders.
To fulfill the goal of the study, the researchers utilized consciousness raising (CR) as an input-based task and dictogloss (DIG) as an output based task to consider the interaction effects of these tasks and EFL learners‟ MI on the development of requestive downgraders.
2. 2 Form Focused Instruction (FFI) Due to the EFL learners‟ needs for more formal instruction on the internal requestive downgraders (Faerch & Kasper, 1989; Hassel, 2001), this pragmatic feature was subjected to FFI.
Although more studies on the instructed ILP still need to be conducted from the implicit/ explicit perspective, this review specifically indicates the scarcity of research both on the effects of the focused tasks and the interaction effects of different ID and task types on the development of EFL learners‟ pragmatic competence.
Are there are any significant differences between the effects of CR as an input-based task and DIG as an output-based task on the development of EFL learners‟ recognition and production of requestive downgraders?
=instruction; N= number of subjects; M = mean To examine whether mean differences were significant between participants in both tasks on the production and recognition measures, the researchers utilized the Univariate Test, yielded by the Multivariate Analysis of Variance (MANOVA)."