Investigating Pragmatic Competence, Metapragmatic Awareness and Speech Act Strategies among Turkmen-Persian Bilingual and Persian Monolingual EFL Learners: A Cross-Cultural Perspective

Zand-Moghadam, Amir; Adeh, Aylar

doi:10.1080/17475759.2019.1705876

Cited by 8 publications

(3 citation statements)

References 41 publications

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“…Bilingual children also demonstrate less ingroup bias in friendship making (Byers-Heinlein, Behrend, Said, Girgis, & Poulin-Dubois, 2017) and exhibit less racial bias than monolingual children (Singh, Quinn, Qian, & Lee, 2020). Lastly, bilingual adults have outperformed monolinguals in tasks of pragmatic competence and metapragmatic awareness, such as estimating the social status of an interlocuter (Zand-Moghadam & Adeh, 2020). Together, these convergent data suggest that knowledge of two or more languages exercises social cognition generally, potentially supporting irony comprehension.…”

mentioning

confidence: 99%

Second language experience impacts first language irony comprehension among bilingual adults.

Tiv¹,

Deodato²,

Rouillard³

et al. 2021

Canadian Journal of Experimental Psychology / Revue canadienne

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Recently, core components of irony processing (e.g., mental-state reasoning, executive control, and metalinguistic awareness) have been tentatively linked to bilingual experience. Thus, we investigated whether bilingual experience modulates irony comprehension during first language reading, and also how bilingual adults comprehend irony in positive vs. negative contexts (i.e., ironic compliments vs. criticisms, respectively). We deliver three main findings. First, bilinguals are faster at processing ironic criticisms than ironic compliments, and they find ironic criticisms more sensible than ironic compliments in their L1, much like past findings among monolinguals. Second, individual differences in bilingual experience modulate comprehension of ironic statements. Specifically, readers with high global L2 proficiency find ironic statements more sensible than readers with low global L2 proficiency, regardless of the valence of the preceding context. Third, individual differences in global L2 proficiency further predict the speed of L1 irony comprehension: following a positive scenario, greater global L2 proficiency patterns with faster processing of irony compared to literal statements. Together, these data suggest that second language experience may be linked to irony processing in the first language. While the precise mechanism underlying this relationship remains open, potential sources may be rooted in flexible social cognition or executive functions.

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mentioning

confidence: 99%

Second language experience impacts first language irony comprehension among bilingual adults.

Tiv¹,

Deodato²,

Rouillard³

et al. 2021

Canadian Journal of Experimental Psychology / Revue canadienne

View full text Add to dashboard Cite

show abstract

“…Apart from these cultural and ideological concerns, the teaching of English writing has also been hindered by logistical, institutional, and practical concerns. In the studies carried out by (Zand-Moghadam & Adeh, 2020), in the poll of university lecturers, many expressed reluctances to teach writing because they are involved in overtime work and private tutoring and, therefore, do not want to spend more time after school giving feedback and commenting on students' papers. According to the lecturers, local English language teaching programs lack rigor to produce writing teachers.…”

Section: Academic Literacies and Their Influences On English L2 Writi...mentioning

confidence: 99%

A Critical Review on the Second Language Academic Literacy Development in Iranian Higher Education System

Jafary,

Soleimani,

Haghdoust

2024

ELT

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This critical review provides a thorough examination of the development of English academic literacy among graduate students in Iranian higher education institutions. It delves into how the students' sociocultural and educational backgrounds, combined with the dynamics of institutional factors, shape their academic literacy competencies. The study also assesses the potential of academic literacy as an alternative approach to enhance academic writing in the given academic landscape. To this aim, it explores the critical factors that mold English writing and its pedagogy. An analysis of existing literature, encompassing both international research and local studies, reveals the existing challenges Iranian students encounter in English writing. Key issues include gaps in the curriculum, the absence of a comprehensive academic literacy framework, and the inadequacy of effective teaching methodologies. Given the global emphasis on multiliteracy and multiculturalism, with a drive towards equal educational opportunities, this study promotes the implementation of genre-based writing and targeted strategies to advance academic writing in Iran, regarded as “English as a Foreign Language” (EFL) context. This proposed strategy is aimed at addressing the substantial difficulties students face in achieving proficiency in English academic literacy.

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“…Based on the previous studies (Badrkoohi, 2018;Mirzaei & Forouzandeh, 2013;Tajeddin & Moghadam, 2012;Zarrinabadi et al, 2021), some gaps like the correlation among intercultural communicative competence (ICC), pragmatic competence, affective variables in individual differences (e.g., motivation, anxiety, self-efficacy, selfconfidence), L2 learning, gender role, and differences are unexplored previously. Badrkoohi (2018), Zand-Moghadam, andAdeh (2020) replenished that L2 learning motivation is an important aspect of pragmatic competence, and also pragmatic competence has a significant role in building communicative competence. Therefore, this current study aims to fill some of the gaps by analyzing the relationship between L2 learning motivation and L2 Pragmatic competence.…”

Section: Introductionmentioning

confidence: 99%

English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

Hidayatullah

Hidayanto

2023

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This research aims to investigate the significant relationship between English learning motivation and pragmatic competence of non-English major postgraduate students and their current pragmatic competence. 350 non-English major postgraduate students from Javanese provinces (West, Central, and East Java) participated in this study. This study was quantitative research in the form of a correlational study by using one adapted questionnaire (Attitude and Motivation Test Battery (AMTB)) for English learning motivation and two kinds of adapted pragmatic competence tests (Multiple-choice Discourse Completion Test (MDCT) and Written Discourse Completion Test (WDCT)). The data were analyzed by using Normality Test, Linearity Test, Bivariate Pearson Product Moment, and Descriptive statistical analysis by IBM SPSS 26. The finding indicated English learning motivation correlated with English pragmatic competence. Although the correlation degree was 0.563 which had a moderate degree of correlation, they have a positive correlation which means the English learning motivation has contributed to the pragmatic competence. The current level of the non-English major postgraduate students’ pragmatic competence in Javanese provinces was categorized as still developing because the students hardly understand responses in the pragmatic competence test, especially in pragmatic awareness.

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Investigating Pragmatic Competence, Metapragmatic Awareness and Speech Act Strategies among Turkmen-Persian Bilingual and Persian Monolingual EFL Learners: A Cross-Cultural Perspective

Cited by 8 publications

References 41 publications

Second language experience impacts first language irony comprehension among bilingual adults.

Second language experience impacts first language irony comprehension among bilingual adults.

A Critical Review on the Second Language Academic Literacy Development in Iranian Higher Education System

English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

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