The Role of Reflective and Impulsive Learning Styles in Intermediate Persian Learners' Comprehension of Implicatures

زبانشناسی و گویش های خراسان

Articles in Press, Accepted Manuscript, Available Online from 08 June 2025   

Document Type: Original Article

DOI: 10.22067/jlkd.2025.92490.1309

Authors

Akram Beigom Haji Seyedrezaee¹; Rezamorad Sahraei^{* 2}

¹Ph.D. Candidate in Teaching Persian to Non-Persian Speakers, Allameh Tabataba'i University, Tehran, Iran

²Linguistics, Allameh Tabataba'i University, Tehran, Iran

Abstract

Objective: Comprehending implicatures is a significant challenge in the process of language learning, and it is influenced by various factors, including individual differences such as learning styles. However, there is a scarcity of research on the relationship between cognitive styles and pragmatic competence among Persian language learners. This study aims to investigate the impact of reflective and impulsive learning styles on Persian learners' comprehension of implicatures.
Methods: To address this, 58 intermediate-level Persian learners (aged 18-45, 51.7% female, 48.3% male) from various Persian language institutes were selected through convenience sampling. Data collection involved a researcher-developed and validated implicature comprehension listening test, followed by the validated Persian version of Barratt's Impulsiveness Scale (1995).
Results: The results, analyzed using t-tests and analysis of variance via Jamovi software (version 2.6.2), indicated no statistically significant difference between the reflective and impulsive learning style groups in terms of implicature comprehension. Additionally, gender and its interaction with learning style did not significantly affect learners' performance.
Conclusions: These results suggest that, contrary to expectations, reflective and impulsive learning styles do not play a major role in Persian learners' comprehension of implicatures. The findings may contribute to the development of assessment tools for pragmatic comprehension and designing educational programs based on pragmatic aspects and tailored to language learners' needs.

Keywords

Implicature comprehension; Reflective learning style; Impulsive learning style; Learning style; Interlanguage pragmatics

References