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Traditional, Multiple-intelligence Based Instruction, and L2 Pragmatics Development

Sajjad Gharibeh Gharibeh|Zhila Mohammadnia|Mehdi Sarkhosh
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2022.06|Journal of Asia TEFL|제19권 제2호|pp. 542-562

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키워드

pragmaticsdominant intelligenceMI-based instructiontraditional instruction

초록

Although a growing line of research has targeted the efficacy of multiple intelligence-based instructions on learners’ language learning and oral communication skills, studies exploring and incorporating the effects of multiple intelligence-based instructions on second language pragmatics development in general and politeness markers, in particular, are rare. The current study attempted to investigate the relative effect of multiple intelligence-based instructions on the politeness markers development. To this aim, thirty intermediate EFL learners studying New Interchange series in language institutes in Tabriz, Iran with the age range 13-17 were employed. McKenzie’s multiple intelligences questionnaires were conducted to pinpoint the participants’ dominant intelligences. Thus, the participants were assigned to two multiple-intelligence based experimental groups (A and B) and a control group. The results of two-way repeated-measures ANOVA (time × group) revealed that the participants in the experimental groups outperformed those in the control group in both comprehension/production posttests and delayed posttests, while there was not any significant difference between the experimental groups in the two testing occasions. Therefore, it can be concluded that adopting teaching methods and materials consistent with learners’ MIs would conspicuously enhance pragmatic competence.

Abstract

Although a growing line of research has targeted the efficacy of multiple intelligence-based instructions on learners’ language learning and oral communication skills, studies exploring and incorporating the effects of multiple intelligence-based instructions on second language pragmatics development in general and politeness markers, in particular, are rare. The current study attempted to investigate the relative effect of multiple intelligence-based instructions on the politeness markers development. To this aim, thirty intermediate EFL learners studying New Interchange series in language institutes in Tabriz, Iran with the age range 13-17 were employed. McKenzie’s multiple intelligences questionnaires were conducted to pinpoint the participants’ dominant intelligences. Thus, the participants were assigned to two multiple-intelligence based experimental groups (A and B) and a control group. The results of two-way repeated-measures ANOVA (time × group) revealed that the participants in the experimental groups outperformed those in the control group in both comprehension/production posttests and delayed posttests, while there was not any significant difference between the experimental groups in the two testing occasions. Therefore, it can be concluded that adopting teaching methods and materials consistent with learners’ MIs would conspicuously enhance pragmatic competence.

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