Articles

Vol. 4, No. 1 (January 2016)

 

An investigation of Politeness Strategies in Introvert and Extrovert EFL Learners in Refusal Speech Act

Mr. Sajjad Gharibeh Gharibeh, University of Tabriz, Tabriz, Iran

Mr. Meisam Mirzaee, Allame Tabataba'i University, Tehran, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(1), 05-12.      Download Full Text

Abstract

Previously conducted studies showed that personality types, more or less, have a significant effect on EFL learners’ gains in the field of applied linguistics. The current study aimed to investigate the relationship between personality types and politeness strategies and to find introverts and extroverts’ similarities and differences in using politeness strategies. For this, a correlational design was employed. In order to find introverts and extroverts’ preferences in using politeness strategies, a discourse completion test based on the speech act of refusal was provided. Participants’ responses were analyzed based on Brown and Levinson’s framework of politeness strategies and Culpeper’s (1996) framework of weak politeness strategies. Results of Point-Biserial Correlation Coefficient test showed that there was not any significant differences between introverts and extroverts’ preference in using politeness strategies. However, the obtained results from descriptive statistics indicated that extroverts exhibited more variation in combining different categories of politeness strategies. The study bears some implications for teachers and practitioners in taking the individual differences and personality features into consideration.

Key words: Politeness strategies; Refusal speech act; Introverts; Extroverts



 

The Effect of Listening Transcription on Improving EFL Students’ Listening Comprehension

Mr. Mohammad Taghi Tazikeh, Islamic Azad University, Gorgan Branch, Iran
Dr. Khadijeh Jafari, Islamic Azad University, Gorgan Branch, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(1), 13-17.      Download Full Text

Abstract

Listening comprehension is a difficult skill for foreign/second language learners to develop; it is also a crucial skill affecting foreign/second acquisition. In the current study, the researcher investigated the effect of listening transcription on improving listening comprehension of the Iranian EFL learners. Students were at pre-intermediate proficiency level according to the institute's placement test. To achieve the aim of the study, thirty six pre-intermediate students were selected and divided into experimental and control groups. Both groups took a listening pre-test at the beginning of the study. Then, the participants in the experimental group received transcription activities while the participants in the control group were practicing listening comprehension through conventional teaching methods. After completing the treatment, both groups completed the posttest. The collected data from the pre and post tests were analyzed using Independent Samples T-test. The finding showed that the learners who were exposed to listening transcription performed significantly better on the listening posttest than the learners in the control group. The finding has far-reaching implications for EFL teachers and ELT material developers.

Key words: Listening transcription; Listening comprehension; Second language learning




 

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