TEACHING REQUESTIVE DOWNGRADERS IN L2: HOW EFFECTIVE ARE INPUT-BASED AND OUTPUT-BASED TASKS?

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AHMADI ABDOLHOSSEIN; GHAFAR SAMAR REZA; YAZDANIMOGHADDAM MASSOOD

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Journal: IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL) Year:2011 | Volume:14 | Issue:2 Page(s): 1-30

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Information Journal Paper

Title

TEACHING REQUESTIVE DOWNGRADERS IN L2: HOW EFFECTIVE ARE INPUT-BASED AND OUTPUT-BASED TASKS?

Author(s)

AHMADI ABDOLHOSSEIN | GHAFAR SAMAR REZA | YAZDANIMOGHADDAM MASSOOD | Issue Writer Certificate

Keywords

CONSCIOUSNESS RAISING TASKQ2

DICTOGLOSS TASKQ2

INPUT AND OUTPUT BASED-TASKSQ2

INSTRUCTED INTERLANGUAGE PRAGMATICSQ2

PRAGMATICSQ2

REQUESTQ2

REQUESTIVE DOWNGRADERSQ2

Abstract

The present study examines the impact of focused tasks on the development of Iranian EFL learners’ pragmatic competence. To this end, we compared the effectiveness of the dictogloss (DIG) as an output-based task and the consciousness raising (CR) as an input-based task in teaching English REQUESTive downgraders. Prior to the experiment, 147 Iranian EFL learners participated in the study to develop the instruments. Also, 43 American native English speakers provided the baseline data for the construction of the recognition test and the instructional treatment. We matched 60 Iranian EFL learners in two groups based on their scores on the Oxford Placement Test (2004). The groups were then randomly assigned to instructional conditions; namely, the DIG and CR tasks. The instructional treatment continued for 8 sessions. The results revealed that neither the effects of instructional treatment nor the effects of time were significant between the groups on pragmatic measures. The findings also demonstrated that participants in both tasks preformed significantly better in the immediate and delayed posttests than in the pretest. Similarly, participants in both groups maintained the positive effects of the treatment in the delayed posttest on the production and perception measures. For the recognition measure, however, the participants in the DIG condition significantly fell to a lower level in the delayed posttest.

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APA: Copy

AHMADI, ABDOLHOSSEIN, GHAFAR SAMAR, REZA, & YAZDANIMOGHADDAM, MASSOOD. (2011). TEACHING REQUESTIVE DOWNGRADERS IN L2: HOW EFFECTIVE ARE INPUT-BASED AND OUTPUT-BASED TASKS?. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), 14(2), 1-30. SID. https://sid.ir/paper/55243/en

Vancouver: Copy

AHMADI ABDOLHOSSEIN, GHAFAR SAMAR REZA, YAZDANIMOGHADDAM MASSOOD. TEACHING REQUESTIVE DOWNGRADERS IN L2: HOW EFFECTIVE ARE INPUT-BASED AND OUTPUT-BASED TASKS?. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL)[Internet]. 2011;14(2):1-30. Available from: https://sid.ir/paper/55243/en

IEEE: Copy

ABDOLHOSSEIN AHMADI, REZA GHAFAR SAMAR, and MASSOOD YAZDANIMOGHADDAM, “TEACHING REQUESTIVE DOWNGRADERS IN L2: HOW EFFECTIVE ARE INPUT-BASED AND OUTPUT-BASED TASKS?,” IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), vol. 14, no. 2, pp. 1–30, 2011, [Online]. Available: https://sid.ir/paper/55243/en

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