Assistant Professor of TEFL; University of Qom


In spite of the crucial function of the politeness markers in the appropriate communication of the language learners, teachability of these markers has not received due attention in the pragmatic studies. Drawing upon House and Kasper’s (1981) influential taxonomy of politeness markers, the present study addressed teachability as well as the underlying process or microgenetic development of these markers in an EFL context. A population of 56 undergraduate participants underwent instruction through consciousness-raising (C-R) tasks for nine sessions. The data were obtained through repeated measurements during the first, third, fifth, seventh, and ninth sessions. The findings highlighted the effectiveness of the politeness markers instruction and suggested that the learners’ heavy reliance on some structures like “please” and consultative devices such as “willingness” and “ability” structures at early stages of data collection was mostly due to their unawareness of other politeness structures. This reliance decreased over time and was replaced by “play-downs” especially “progressive aspect + past tense” structure in the course of the instruction.Likewise, a wider range of simple politeness markers such as hedges, understaters, and downtoners which were absent in the learners’ early data increased steadily in their subsequent data. The findings highlight the acquisitional difficulty of pragmatic features and provide researchers, practitioners as well as language learners with information concerning the acquisitional sequence and order of pragmatic features in an EFL instructional context.


Article Title [Persian]

بررسی فرآیند توسعه تدریجی نشانگرهای ادب‌ورزی زبان آموزان ایرانی بر اساس دیدگاه اجتماعی-فرهنگی

Authors [Persian]

  • رسول محمد حسین پور
  • رضا باقری نویسی

استادیار دانشگاه قم

Abstract [Persian]

علی رغم نقش مهم نشانگرهای ادب ورزی در برقراری ارتباط مناسب زبان آموزان، تدریس پذیری این نشانگرها در مطالعات منظور شناسی مورد توجه کافی قرار نگرفته است. در این مقاله به بررسی تدریس پذیری و فرایند تدریجی توسعه نشانه گر های ادب ورزی زبان آموزان ایرانی  بر اساس طبقه بندی هاوس و کاسپر (1981) پرداخته است. ۵۶ دانشجوی کارشناسی زبان و ادبیات انگلیسی از طریق فعالیت های آگاهی برانگیز برای ۹ جلسه آموزش داده شدند. داده ها از طریق اندازه گیری های مکرر در جلسات اول، سوم، پنجم، هفتم و نهم بدست آمدند. یافته ها بر اثربخشی آموزش نشانگرهای ادب ورزی تاکید داشته ودر عین حال به این نکته اشاره دارند که وابستگی شدید زبان آموزان به برخی از ساختارها از قبیل "لطفا" و برخی ابزارهای مشورتی مانند ساختارهای "تمایل" و "توانایی" در مراحل اولیه جمع آوری داده ها عمدتا از عدم آگاهی آنها نشات گرفته است. این وابستگی در طول زمان کاهش یافته و در طول دوره آموزش به جای «PLAYDOWNS » به طور اخص «جنبه پیشرونده + ساختار گذشته» جایگزین گردیدند. به علاوه، دامنه ای وسیع از نشانگرهای ادب ورزی ساده مانند (UNDERSTATERS AND DOWNTONERS) که در داده های اولیه زبان آموزان وجود نداشتند  به طور پیوسته و مداوم افزایش یافتند. یافته ها بر سختی فرایند اکتساب ، یاد گیری و توسعه تدریجی  خصیصه های منظور شناسی تاکید دارند. محققان، مدرسان و همچنین زبان آموزان می بایست با اطلاعات مربوط به توالی و ترتیب اکتساب و یادگیری خصیصه های منظور شناسی در محیط آموزشی یادگیری زبان خارجی آشنا گردند.

Keywords [Persian]

  • منظور شناسی
  • نشانگرهای ادب ورزی
  • توسعه تدریجی
  • آگاهی برانگیزی

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