زینب آزادبخت - دانشگاه لرستان گروه زبان و ادبیات انگلیسی

Pragmatic competence is one of the most important components of successful communication; also, it is the most difficult aspect of SLA. This study aimed to explore the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners’ learning of requests and apologizes, following a mixed method design. In the experimental part of the study, ۲ intact classes were homogenized by a pretest, with ۲۴ written discourse completion tasks (WDCTs), carried out by the participants as the treatment. Concurrent G-DA group received calibrated feedback, whereas the nondynamic assessment (N-DA) group was explicitly provided with pertinent assistance without considering their zone of proximal development (ZPD). Additionally, for the sake of a qualitative study, all the dialogues between the teacher and pairs of students under investigation were audiorecorded while they were receiving the treatment. Finally, a WDCT posttest was administered to both groups. Results of the analysis of the data, using t test, showed that the G-DA group performed significantly better than the N-DA group. Also, the qualitative microgenetic analysis of the dialogues between the learners and their teacher indicated the effectiveness of concurrent G-DA in learning requests and apologizes, thus corroborating the efficiency of dynamic assessment (DA) in pragmatic instruction.

Pragmatic Instruction; Speech Acts; apologizes; Requests; Concurrent Group Dynamic Assessment