رابطه بین توانش تعامل بینافرهنگی معلمان زبان‌خارجه و دانش منظورشناختی زبان‌آموزان در زمینه کنش‌های‌کلامی پربسامد انگلیسی

مطالعات زبان و ترجمه

مقاله 7، دوره 54، شماره 3، مهر 1400، صفحه 181-217   

نوع مقاله: مقالۀ پژوهشی

شناسه دیجیتال (DOI): 10.22067/lts.v54i3.88810

نویسنده

علی مالمیر^*

گروه آموزش زبان انگلیسی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

چکیده

توانش بینافرهنگی معلمان زبان خارجه و درک و آگاهی آنان از تفاوت­‌ها و تشابهات بین­‌فرهنگی یکی از عوامل تعیین­‌کننده در موفقیت حرفه‌ای آنهاست. یکی از زیرمجموعه­‌های توانش ­تعاملی که تاثیر بسیار زیادی از دانش بینافرهنگی معلمان و کاربرد آن در آموزش کلاسی می‌­پذیرد، دانش منظورشناختی است. بنابراین، مطالعۀ حاضر تلاش­ کرده‌­است رابطۀ بین توانش بینافرهنگی­‌ تعاملی معلمان زبان خارجه و میزان دانش منظورشناختی زبان‌آموزان آنها را در زمینۀ کنش­‌های­ کلامی پربسامد مورد بررسی قرار دهد. مشارکت­‌کنندگان، 85 معلم زبان انگلیسی  و 610 زبان‌آموز ایرانی سطح متوسطه ­بالا و پیشرفته آنها بودند و بین 4  تا ۷ سال زبان ­انگلیسی را در موسسات آموزشی مطالعه­ کرده و کتاب مکالمه آمریکایی امریکن فایلرا به اتمام رسانده­ بودند. برای جمع‌آوری داده‌ها، پرسشنامه توانش تعامل بینافرهنگی ژائو (2011) توسط 85 معلم زبان انگلیسی تکمیل­ شد و سپس 610 زبان­‌آموز متوسطه­ بالا و پیشرفته زبان انگلیسی موسسات هدف، به آزمون سه­‌ گزینه­‌ای کنش­‌های­ کلامی پربسامد انگلیسی تاج‌­الدین و مالمیر (2015) پاسخ­ دادند. تجزیه ­و­تحلیل داده­‌ها با استفاده از رگرسیون چند­منظوره روشن ­ساخت که بین میزان توانش بینافرهنگی معلمان زبان خارجه و دانش کنش‌­های­ کلامی آنها رابطۀ مستقیم و معناداری وجود ­داشت. طبق نتایج این مطالعه، برای ارتقاء توانش منظورشناختی زبان­‌آموزان می‌­بایست معلمان زبان خارجه توانش بینافرهنگی خود را از تفاوت­‌ها و تشابهات زبان خارجه و زبا‌ن­ مادری زبان­‌آموزان گسترش ­دهند.

کلیدواژه‌ها

توانش تعامل بینافرهنگی؛ توانش منظورشناختی؛ کنش‌های‌کلامی پربسامد؛ فرهنگ

مراجع

پیش­قدم، ر.، و مرادی­مقدم، م. (1390). فرهنگ، کارتون و آموزش زبان انگلیسی : مطالعۀ کیفی کارتون «انگلیسی جادویی». مطالعات زبان و ترجمه، 44(2)، 71-92.

ناجی­میدانی، ا.، پیش­قدم، ر.، و غضنفری، م. (1393). نقش فرهنگ بومی در کلاسهای زبان انگلیسی: مقایسۀ سه دیدگاه متفاوت. مطالعات زبان و ترجمه، 47(4)، 105-91.    

نظری، س.، و نظری، م. (1390). توانش بین‌فرهنگی در آموزش‌ زبان‌های خارجی، چالش یا ضرورت؟ پژوهشهای زبانشناختی در زبانهای خارجی، 1(2)، 109-95.

 

Aguilar, M. J. C. (2009). Intercultural communicative competence in the context of the European higher education area. Language and Intercultural Communication, 9(4), 242–255.

Ahmadi Safa, M., Moradi, M., Hamzavi, R. (2015). Iranian EFLteachers and learners’ perspective on potentiality of Top Notch series for intercultural competence development. Iranian Journal of Language Teaching Research, 3(2), 47-66.

Aliakbari, M., & Gheitasi, M. (2014). On Iranian EFL learners’ pragmatic competence and appropriateuse of “request” in English contexts. Journal of Pan-Pacific Association of Applied Linguistics, 18(1),19-31.

Allami, H., & Boustani, N. (2017). Pragmatic awareness of suggestions: From (im)polite mannerism to attitudinal appropriateness. Research in English Language Pedagogy, 5(2), 112-132.

Arabmofrad, A., Derakhshan, A., & Atefinejad, M. (2019). An interplay between Iranian EFL learners’ specific and general interlanguage pragmatic motivation and their meta-pragmatic awareness. Iranian Journal of English for Academic Purposes, 8(3), 77-94.

Arasaratnam, L. A. (2009). The development of a new instrument of intercultural communication competence. Journal of Intercultural Communication, 20(1), 2-21.

Arasaratnam, L. A. (2016). An exploration of the relationship between intercultural communication competence and bilingualism. Communication Research Reports, 33(3), 23-–238.

Austin, J. L. (1962). How to do things with words. Oxford, England: Oxford University Press.

Bagwe, T. K., & Haskollar, E. (2020) Variables impacting intercultural competence: A systematic literature review. Journal of Intercultural Communication Research, 49(4), 346-371.

Baker, W. (2015). Research into practice: Cultural and intercultural awareness. Language Teaching, 48(1), 130-141.

Bardovi-Harlig, K. (2010). Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 219-260). Berlin, Germany: De Gruyter Mouton.

Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(Suppl.1), 68–86.

Bardovi-Harlig, K., & Bastos, M.T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(4), 347-384.

Barnutt, J., D’Souza, L. A., Gleeson, M. A., Viesca, K. M., & Wery, J. (2020). Intercultural competence in pre-service teacher candidates. Language and International Journal of Educational Reform, 29(3), 211-235.

Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study-abroad context. London, England: John Benjamin.

Bella, S. (2014). Developing the ability to refuse: A cross-sectional study of Greek FL refusals. Journal of Pragmatics, 61(1), 35-62.

Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). London, England: Intercultural Press.

Bennett, M. J., & Bennett, J. M. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training (3^rd ed., pp. 147-165). New York, NY: Sage.

Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.

Brown, H. D. (2014). Principles of language learning and teaching (6^th ed.). New York, NY: Pearson Education ESL.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. New York, NY: Pearson Longman Education.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, England: Multilingual Matters.

Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 18(6), 8-13.

Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, England: Multilingual Matters.

Chen, R. (2010). Compliment and compliment response research: A cross-cultural survey. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 79-101). Berlin, Germany: De Gruyter Mouton.

Cohen, A. D. (1996). Speech acts. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 383-420). Cambridge, England: Cambridge University Press.

Crystal, D. (1997). The Cambridge encyclopedia of language (2^nd ed.). New York, NY: Cambridge University Press.

Culpeper, J., Mackey, A., & Taguchi, N. (2018). Second language pragmatics: From theory to research. London, England: Routledge.

Davis, J. C. (2009). An empirical exploration into the intercultural sensitivity of foreign student advisors in the United States: The state of the profession [Unpublished doctoral dissertation]. Boston College, Boston, MA.

Davis, W. (1992). Speaker meaning. Linguistics and Philosophy, 15(2), 223-53.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.

Deardorff, D. K. (2009). The SAGE handbook of intercultural competence. Los Angelos, CA: Sage.

Derakhshan, A. (2018). The critical analysis of cultural values in American English file textbook series. Critical Studies in Text & Programs of Human Science, 18(8), 51-73.

Derakhshan, A., & Eslami, Z. (2015). The effect of consciousness-raising instruction on the pragmatic development of apology and request. The Electronic Journal of English as a Second Language, 18(4), online.

Derakhshan, A., & Malmir, A. (2021). The role of language aptitude in the development of L2 pragmatic competence. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1), online.

Derakhshan, A., Eslami, Z. R., & Ghandhari, N. (in press). Investigating the interplay between emotional intelligence and interlanguage pragmatics competence: A case of Iranian lower-intermediate EFL learners. Issues in Language Teaching.

Derakhshan, A., Malmir, A., Greenier, V. (2021). Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 speech act knowledge: A case of Iranian EFL learners. The Journal of Asia TEFL, 18(1), 235-243.

Ellis, R. (2008).  The study of second language acquisition (2^nd ed.). Oxford, England: Oxford University Press.

Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 219-236.

Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52–61.

Félix-Brasdefer, J. C. (2004). Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54(4), 587-653.

Félix-Brasdefer, J. C. (2007). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics,4(2), 253-286.

Ghasemi Mighani, M., Yazdanimoghaddam, M., Mohseni, A. (2020). Interculturalizing english language teaching: An attempt to build up intercultural communicative competence in English majors through an intercultural course. Journal of Modern Research in English Language Studies, 7(2), 77-100.

Hammer, M. R. (2011). Additional cross-cultural validity testing of the intercultural development tnventory. International Journal of Intercultural Relations, 35(5), 474-487.

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27(4), 421-443.

Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10(3), 267-285.

Jackson, J. (2018). Intervening in the intercultural learning of L2 study abroad students: From research to practice. Language Teaching, 51(3), 365-382.

Kasper, G., & Blum-Kulka, S. (1993). Interlanguage pragmatics. New York, NY: Oxford University Press.

Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Oxford, England: Blackwell.

Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(1), 149-169.

Kecskes, I. (2014). Intercultural pragmatics. New York, NY: Oxford University Press.

Knapp, A. (2011). Using English as a lingua franca for (mis-)managing conflict in an international university context: An example from a course in engineering. Journal of Pragmatics, 43(5), 978–90.

Lai, C. J. (2006). Sociocultural adaptation and intercultural sensitivity among international instructors of teaching English as a foreign language (TEFL) in universities and colleges in Taiwan [Unpublished doctoral dissertation] University of Minnesota, Minnesota, MI.

Lázár, I. (2015). EFL learners’ intercultural competence development in an international web collaboration project. The Language Learning Journal, 43(2), 208-221.

Liddicoat, A. J. (2014). Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics, 11(2), 259-277.

Malmir, A. (2020). Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 social identity: A case of Iranian upper-intermediate and advanced EFL Learners. Iranian Journal of Applied Language Studies, 12(1), 61-80.

Malmir, A., Derakhshan, A. (2020a). Identity processing styles as predictors of L2 pragmatic knowledge and performance: A case of common English speech acts. Journal of Language Horizons, 4(2), 187-209.

Malmir, A., Derakhshan, A. (2020b). The socio-pragmatic, lexico-grammatical, and cognitive strategies in L2 pragmatic comprehension: The case of Iranian male vs. female EFL Learners. Iranian Journal of Language Teaching Research, 8(1), 1-23.

McConachy T., & Liddicoat A. J. (2016) Meta-pragmatic awareness and intercultural competence: The role of reflection and interpretation in intercultural mediation. In F. Dervin, & Z. Gross (Eds.), Intercultural competence in education (pp. 13-130). London, England: Palgrave.

Meleady, R., Seger, C., & Vermue, M. (2020). Evidence of a dynamic association between intergroup contact and intercultural competence. Group Processes & Intergroup Relations, 24(1), 1-21.

Mey, J. L. (2001). Pragmatics: An introduction (2^nd ed.). Oxford, England: Blackwell.

Mohammad Hosseinpur, R., & Bagheri Nevisi, R. (2018). L1-based instruction: Does it work for learning pragmatics in the EFL context? The Journal of Asia TEFL, 15(1), 233-241.

Mohammad Hosseinpur, R., Bagheri Nevisi, R. (2017). Willingness to communicate, learner subjectivity, anxiety, and EFL learners’ pragmatic competence. Applied Research on English Language, 6(3), 319-338.

Netz, H., & Lefstein, A. (2016). A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, the United States, and Israel. Intercultural Pragmatics, 13(2), 211-255.

Park, M. (2006). A relational study of intercultural sensitivity with linguistic competence in English-as-a-foreign-language (EFL) pre-service teachers in Korea [Unpublished doctoral dissertation]. University of Mississippi, Oxford, MI.

Patterson, P. (2006). Effect of study abroad on intercultural sensitivity [Unpublished doctoral dissertation]. University of Missouri-Columbia, Columbia, MI.

Pieski, M. K. F. (2011). Developing intercultural sensitivity through immersion experiences in unfamiliar cultural milieus- Implications for teacher education [Unpublished doctoral dissertation]. University of Missouri-Columbia, Columbia, MI.

Roever, C. (2005). Testing ESL pragmatics. Frankfurt, Germany: Peter Lang.

Sarani, A., & Malmir, A. (2020). Multiple intelligences as predictors of foreign language pragmatic knowledge: The case of five frequent English speech acts. Teaching English Language, 14(1), 183-211.

Schauer, G. A. (2009). Interlanguage pragmatic development: The study abroad context. London, England: Continuum.

Searle, J. R. (1969). Speech acts: An essay in the philosophy of language. Cambridge, England: Cambridge University Press.

Searle, J. R. (1976). A classification of illocutionary acts. Language in Society, 5, 1-23.

Sharifian. F. (2013). Globalisation and developing metacultural competence in learning English as an International Language. Multilingual Education, 3(7), 1-11.

Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31(2), 289–310.

Taguchi, N. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. New York, NY: Routledge.

Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford, England: Oxford University Press.

Tajeddin, A., & Zand-Moghadam, A. Z. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(4), 353-72

Tajeddin, Z., & Malmir, A. (2014). Knowledge of L2 speech acts: Impact of gender and language learning experience. Journal of Modern Research in English Language Studies, 1(2), 1-21.

Tajeddin, Z., & Malmir, A. (2015). The construct of interlanguage pragmatic learning strategies: Investigating preferences of high vs. low pragmatic performers. The Journal of Teaching Language Skills (JTLS), 6(4), 153-180.

Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. London, England: Longman.

Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. The Interdisciplinary Journal of Study Abroad, 18(1), 1-75.

Verschueren, J. (2008). Intercultural communication and the challenges of migration. Language and Intercultural Communication, 8(1), 21-35.

Wolff, F., & Borzikowsky, C. (2018). Intercultural competence by international experiences? An investigation of the impact of educational stays abroad on intercultural competence and its facets. Journal of Cross-Cultural Psychology, 49(3), 488-514.

Woodin, J. (2010). Key themes in intercultural communication pedagogy. Language Teaching, 43(2), 232-235.

Zhou, Y. (2011). A study of Chinese university EFL teachers and their intercultural competence teaching. (Unpublsihed doctoral dissertation). University of Windsor, Ontario, Canada.