Iranian translation students are not successful in comprehending interlanguage pragmatic features prior to instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
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? On the pre-test of interpretation of audio files containing ILP features, participants did not have a reasonable performance, supporting the hypothesis that translation students are not successful in comprehending pragmatic features. → 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
Independent samples t test on pre-test checklist scores of both groups (means 20.13 treatment, 19.53 control) showed no significant difference; the article concludes participants did not have a reasonable performance on the pre-test. No effect size is printed.
"According to Table 5, the value Sig. = 0.483 (p > 0.05) indicates that, in the pre-test, the groups' performances were not different because no significant difference was seen."
Discussion¶
Related Claims¶
- Control-group students showed no improvement in using ILP features while interpreting without instruction — related
- Teaching interlanguage pragmatic features improves Iranian translation students' interpretation ability — 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
- Explicit instruction of the apology speech act significantly improves Iranian EFL learners' appropriate use of apology strategies at both intermediate and advanced proficiency levels — a broader claim this one bears on
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