1. Applied Linguistics (Language Teaching and Learning)
Ali Malmir; Parisa Mazloom
Abstract
Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two ...
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Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two dynamic assessment (DA) models on L2 pragmatic comprehension accuracy and speed. A convenience sample of 52 upper-intermediate female EFL learners that were randomly assigned into a dynamic assessment experimental group (GDA), a computerised dynamic assessment (C-DA), and a Non-DA control group took part in the study. A 26-item researcher-made pragmatic listening comprehension test including requests, apologies, greetings, and refusals was used as pre- and posttests, and the treatments using the aforementioned DA and non-DA conventional models were completed in 14 sessions. Data analysis using ANCOVA showed that C-DA and G-DA could significantly increase pragmatic comprehension accuracy than the conventional non-DA instruction with C-DA being significantly better than G-DA. However, only C-DA could significantly decrease learners’ pragmatic comprehension speed than G-DA and Non-DA instruction. The findings of this study suggest that implementing C-DA by teachers can promote pragmatic comprehension accuracy and speed among L2 learners.
