چکیده:
Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. This study investigated how willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 correlate with Iranian students’ English pragmatic knowledge. To this end, a total of 140 participants received instruction on request strategy types and their internal and external modification devices for seven weeks through consciousness-raising tasks. The data were obtained through WTC questionnaire, learner subjectivity questionnaire, foreign language classroom anxiety scale, and discourse completion test. The findings indicated that WTC and learner subjectivity correlated positively with the participants’ L2 pragmatic competence. However, no relationship was observed between the learners’ anxiety and their pragmatic achievement. The results suggest that some personal characteristics such as WTC and learner subjectivity are significant contributors to success in acquiring L2 pragmatic knowledge.
خلاصه ماشینی:
"Willingness to Communicate, Learner Subjectivity, Anxiety, and EFL Learners' Pragmatic Competence Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables.
It goes without saying that better understanding of the relationship between individual differences in general and some contributing factors such as second language (L2) willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 in particular and pragmatic development would positively inform pragmatic instruction.
The results of further studies conducted on foreign language anxiety were indicative of the fact that teachers' and learners' attitudes towards teaching and learning a foreign language, classroom techniques and implementational procedures, testing and assessment tools used in the classrooms, learners' own personal and impersonal anxieties, course level, learners' proficiency level, and cultural and motivational factors might also play a crucial role in triggering and provoking anxiety in EFL learners (Oxford, 1992; Price, 1991; Sparks & Ganschow, 1991; Young, 1991).
Discussion This study was undertaken in an attempt to respond to the concern of some scholars like Kasper and Rose (2002) who believe that the relationship between second language pragmatic development and individual learner differences is the most under-explored area that requires further attention by researchers and practitioners.
Moreover, the speech act of request and its internal and external modification devices as well as three individual learner differences- WTC, learner subjectivity, and foreign language anxiety- were taken into account in this study."