Teaching interlanguage pragmatic features improves Iranian translation students' interpretation ability¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a two-month period of implicit ILP instruction within the interpretation course, the treatment group significantly outperformed the control group on the interpretation post-test (ANCOVA group effect Sig. = 0.000). → Ravesh and Tabrizi 2017
Evidence¶
Ravesh and Tabrizi 2017¶
Mahnaz Mahmoudi Ravesh, Hossein Heidari Tabrizi. (2017). The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students. Advances in Language and Literary Studies 8(3). https://doi.org/10.7575/aiac.alls.v.8n.3p.44
q2 · i? · causal · r1
Quasi-experimental study of 30 undergraduate translation students split into control and experimental groups; ANCOVA on post-test scores with pre-test as covariate showed the group effect was significant, with post-test means of 27.33 (experimental) versus 19.60 (control). No effect size is printed.
"More importantly, Sig. = 0.000 for the groups is lower than 0.05 and this means that there exists a significant difference between the performances of the control and the treatment groups."
Discussion¶
Related Claims¶
- Iranian translation students are not successful in comprehending interlanguage pragmatic features prior to instruction — related
- Control-group students showed no improvement in using ILP features while interpreting without instruction — related
- The authors interpret their results as showing that explicit metapragmatic instruction provides input enhancement that facilitates interlanguage pragmatic development — related
- Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction — a broader claim this one bears on
- Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment — a broader claim this one bears on
- Treatment groups also significantly outperformed controls on categorizing pragmatic routines by function, with a medium effect size — related
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