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The Effect of Web-Based Dynamic Assessment on Iranian Intermediate EFL Learners' Pragmatic Knowledge: Apology, Refusal and Request | ||
Journal of Language Horizons | ||
مقاله 5، دوره 8، شماره 3 - شماره پیاپی 21، بهمن 2024، صفحه 125-152 اصل مقاله (430.32 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2024.44592.1836 | ||
نویسندگان | ||
Melika Ghorbanian1؛ saeideh Ahangari* 2؛ mahnaz Saeidi1 | ||
1Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
2Department of English language, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
چکیده | ||
speech acts, as a main category of pragmatic competence in the success of communication, are considered as one of the important research areas in the field of English Language Teaching (ELT) due to the heed to pragmatic competence as a main component of language competence.As a dominant change in the area of language assessment, the emergence of an assessment procedure, namely dynamic assessment (DA), can be mentioned. This quasi-experimental study sought to investigate the effect of web-based dynamic assessment (WDA) on Iranian intermediate EFL learners' pragmatic knowledge. The participants of this study consisted of 100 female Iranian intermediate EFL learners studying English in one of the private language institutes of Tehran, Iran. They were selected through convenience sampling in the form of five intact classes based on their availability. The Michigan Test of English Language Proficiency (MTELP) and a multiple-choice Written Discourse Completion Test (WDCT), adapted from Birjandi and Rezaei (2010, taken from Tajeddin & Bagherkazemi, 2014) and other WDCTs available in the market, were used to collect the data. For data analysis, descriptive statistics and the analysis of covariance (ANCOVA) along with Bonferroni multiple comparisons were run. The results showed that web-based Brown’s graduated prompt approach and Feuerstein’s mediated learning experience (MLE) approach were more effective than the other two models (the Guthke’s learntest approach and the Carlson and Wield’s testing the limits approach) on EFL intermediate learners’ appropriate use of apology, refusal and request. The findings have implications for EFL teachers, learners and curriculum planners. | ||
کلیدواژهها | ||
Apology؛ Pragmatic Knowledge؛ Refusal؛ Request؛ Web-based Dynamic Assessment (WDA) | ||
عنوان مقاله [English] | ||
تا ثیر ارزیابی پویایی مبتی بر وب بر توانش کاربردی زبان آموزان ایرانی :عذرخواهی ،امتناع و درخواست | ||
نویسندگان [English] | ||
ملیکا قربانیان1؛ سپیده آهنگری2؛ مهناز سعیدی1 | ||
1گروه زبان انگلیسی، واحد تبریز، دانشگاه ازاد اسلامی ، تبریز، ایران | ||
2دانشیار دانشگاه آزاد اسلامی، تبریز، ایران | ||
چکیده [English] | ||
نقش کنش های گفتاری در برقراری ارتباط موفق ، به عنوان یکی از مولفه های اصلی توانش کاربرد ی، آن را به حوزه مهمی از پژوهش در زمینهی آموزش زبان انگلیسی تبدیل کرده است. زیرا توانش کاربردی ، جزء جدایی ناپذیرِ توانش زبانی به شمار می رود. یکی از تغییرات مهم در حوزهی سنجش زبان، پیدا یش رویکرد ارزیابی پویا است.پژوهش حاضر به بررسی تاثیر ارزیابی پویای مبتنی بر وب بر دانش توانش کاربردی زبان آموزان ایرانی در سطح متوسط می پردازد.این پژوهش نیمه تجربی بر روی 100 دانشجوی زن ایرانی در سطح متوسط انجام شد. شرکت کنندگان از طریق نمونه گیری هدفمند از میان پنج کلاسِ دست نخورده انتخاب شدند. برای جمع آوری داده ها از آزمون مهارت زبان انگلیسی میشیگان و یک آزمون چند گزینه ایِ تکمیل متن نوشتاری استفاده شد. داده ها با استفاده از آمار توصیفی و تحلیل کوواریانس انکو وا مورد تجزیه و تحلیل قرار گرفتند.نتایج حاصل از بررسی داده ها نشان داد که رویکرد مبتنی بر پرسش های تدریجی براون و رویکردِ تجربه یادگیری میانجی گریِ فویرشتین در مقایسه با دو رویکرد دیگر (رویکرد آزمون آموخته گوتکه و رویکرد سنجش محدودیت های کارلسون و ویلد)، در یادگیریِ کاربرد صحیح عذرخواهی، امتناع و درخواست برای زبان آموزان زبان خارجی در سطح متوسطِ موثرتر بوده اند.یافته ها نشان می دهد که ارزیابی پویای مبتنی بر وب ابزاری مفید برای ارتقای دانش توانش کاربردی زبان آموزان می باشد. نتایج پژوهش دارای تلویحات آموزشی برای معلمان، دانش آموزان و برنامه ریزانِ دوره های آموزشی زبان انگلیسی می باشد. | ||
کلیدواژهها [English] | ||
ارزیابی پویای, توانش کاربردی, عذرخواهی, امتناع, درخواست | ||
مراجع | ||
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