The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels.
Saved in:
| Title: | The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. |
|---|---|
| Authors: | Derakhshan, Ali1 a.derakhshan@gu.ac.ir, Malmir, Ali2 malmir@hum.ikiu.ac.ir, Pawlak, Mirosław3,4 miroslaw.pawlak@amu.edu.pl, Wang, Yongliang5 Godfreyeducation@163.com |
| Source: | IRAL: International Review of Applied Linguistics in Language Teaching. Nov2024, Vol. 62 Issue 4, p1985-2008. 24p. |
| Subject Terms: | *Interlanguage (Language learning), *English as a foreign language, *Teacher attitudes, *Data analysis, One-way analysis of variance |
| Abstract: | Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the effects of selected individual differences (IDs), including age, gender, language learning experience (LLE), and L2 proficiency, on the use of interlanguage pragmatic learning strategies (IPLS) in a sample of 160 English as a foreign language (EFL) learners. The data were collected utilizing a six-point IPLS inventory which contained 58 6-point Likert scale items that were divided into six subcategories. Data analysis using independent samples t-tests revealed that young learners used significantly more IPLS compared to their adult counterparts; nonetheless, there were no significant differences in the use of the IPLS between the female and male learners. At the same time, two one-way ANOVAs indicated that LLE and L2 proficiency played a significant role in the use of IPLS, that is, learners with longer LLE and higher proficiency levels used more IPLS. These findings have some pedagogical implications for L2 learners and teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 180835672 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Derakhshan%2C+Ali%22">Derakhshan, Ali</searchLink><relatesTo>1</relatesTo><i> a.derakhshan@gu.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Malmir%2C+Ali%22">Malmir, Ali</searchLink><relatesTo>2</relatesTo><i> malmir@hum.ikiu.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Pawlak%2C+Mirosław%22">Pawlak, Mirosław</searchLink><relatesTo>3,4</relatesTo><i> miroslaw.pawlak@amu.edu.pl</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Yongliang%22">Wang, Yongliang</searchLink><relatesTo>5</relatesTo><i> Godfreyeducation@163.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22IRAL%3A+International+Review+of+Applied+Linguistics+in+Language+Teaching%22">IRAL: International Review of Applied Linguistics in Language Teaching</searchLink>. Nov2024, Vol. 62 Issue 4, p1985-2008. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interlanguage+%28Language+learning%29%22">Interlanguage (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the effects of selected individual differences (IDs), including age, gender, language learning experience (LLE), and L2 proficiency, on the use of interlanguage pragmatic learning strategies (IPLS) in a sample of 160 English as a foreign language (EFL) learners. The data were collected utilizing a six-point IPLS inventory which contained 58 6-point Likert scale items that were divided into six subcategories. Data analysis using independent samples t-tests revealed that young learners used significantly more IPLS compared to their adult counterparts; nonetheless, there were no significant differences in the use of the IPLS between the female and male learners. At the same time, two one-way ANOVAs indicated that LLE and L2 proficiency played a significant role in the use of IPLS, that is, learners with longer LLE and higher proficiency levels used more IPLS. These findings have some pedagogical implications for L2 learners and teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180835672 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1515/iral-2022-0132 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1985 Subjects: – SubjectFull: Interlanguage (Language learning) Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Data analysis Type: general – SubjectFull: One-way analysis of variance Type: general Titles: – TitleFull: The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Derakhshan, Ali – PersonEntity: Name: NameFull: Malmir, Ali – PersonEntity: Name: NameFull: Pawlak, Mirosław – PersonEntity: Name: NameFull: Wang, Yongliang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0019042X Numbering: – Type: volume Value: 62 – Type: issue Value: 4 Titles: – TitleFull: IRAL: International Review of Applied Linguistics in Language Teaching Type: main |
| ResultId | 1 |
