The Effect of Concept Mapping on Learning English Requests by Iranian High School Students

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Núm. 27: 2019
Artículos
385-406
Publicado: 01-12-2019

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Resumen

The Research into interlanguage pragmatics has prominent significance nowadays. Due to severe negative consequences of failure in performing and interpreting speech acts such as request, the present study investigated the effect of concept mapping on learning English requests by Iranian high school students. To this aim, 72 intermediate male English students (ranging in age from 15 to 18) that were in two intact groups from a city in northeastern Iran, voluntarily took part in the study. Data for this study were collected using English Test- Beginner (proficiency test) and Multiple Discourse Completion Task Test (MDCT). The results indicated there was a statistically significant difference between the request speech act knowledge of those learners who were taught requests through concept mapping and those who were taught traditionally. The results of the current study have important implications for syllabus designers and material developers particularly in EFL contexts.

Palabras clave

Concept map Google Schoolar
English request Google Schoolar
Written Discourse Completion Task Google Schoolar

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Zangoei, A., & Amirian, S. M. R. (2019). The Effect of Concept Mapping on Learning English Requests by Iranian High School Students. Pragmalingüística, (27), 385–406. Recuperado a partir de https://revistas.uca.es/index.php/pragma/article/view/3658

Biografía del autor/a

Ali Zangoei, Hakim Sabzevari University, Sabzevar, Iran

Ali Zangoei is a Ph.D. student in TEFL at Hakim Sabzevari University in Iran and his main research interests are language testing, pragmatic assessment, qualitative research, and teacher education.

Seyed Mohammad Reza Amirian

Seyed Mohammad Reza Amirian was born in Mashhad, Iran in 1982. He got her B.A in English literature, 2004, Hakim Sabzevari University, and M. A in TEFL, 2006, Allameh Tabatabaei University, and PhD in TEFL, 2012, University of Tehran, Iran. His major field of study is Teaching English as a Foreign Language (TEFL). He is a Faculty member at Hakim Sabzevari University. He was also a book reviewer at SAMT, 2009, referee at Tehran Postgraduate Conference, 2010, and referee at TELLSI 11 Conference 2012. He has published many books and articles: 1) Analyzing Gender Differences with an English Proficiency Test in EFL Context, Iranian Journal of Language Testing, 2014 2) Teaching reading strategies to ESP readers, International Journal of Research Studies in Educational Technology, 2013 3) Definition-based vs. contextualized vocabulary learning. Theory and Practice in Language Studies, 2012. His primary research interest includes test fairness and validation, differential item functioning, assessing language skills and vocabulary.

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