Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency

Mostafa  Morady Moghaddam; Neil Murray; Yara  Mirfendereski

doi:10.30827/portalin.vi33.26643

Autores/as

Mostafa Morady Moghaddam Shahrood University of Technology, Shahrood, Iran
Neil Murray Centre for Applied Linguistics, University of Warwick, UK
Yara Mirfendereski Shahrood University of Technology, Shahrood, Iran

DOI:

https://doi.org/10.30827/portalin.vi33.26643

Palabras clave:

instrucción diferencial, estudiantes de EFL, prueba de expresión oral, IELTS, competencia pragmática, competencia oral

Resumen

La competencia pragmática es un constructo compuesto multifacético (Ifantidou & Tzanne, 2012) en cuyo desempeño distintas sub-habilidades subyacentes producen una variedad de efectos posibles en la competencia oral del estudiante. En el estudio que aquí se reporta, se recolectó data de 180 estudiantes iraníes de inglés como lengua extranjera (90 hombres versus 90 mujeres), usando el coeficiente de correlación producto-momento de Pearson para determinar si existe correlación, y hasta qué grado, de los macro y micro componentes del Protocolo Pragmático de Prutting and Kirchner’s (1987) con el puntaje de los estudiantes en el componente oral de IELTS General Training Test; y si alguna relación percibida varía de acuerdo al género. Los resultados indican que existe una correlación significativa entre los componentes verbales y paralingüísticos del Protocolo con las diferentes tareas que incluye la prueba oral de IELTS. Esto tiene implicancias para la enseñanza del idioma y enfatiza la necesidad de promover condiciones que permitan en los estudiantes el desarrollo de una mayor comprensión de la relación entre lenguaje y contexto y las formas en se requieren componentes específicos de la competencia pragmática en el desempeño de diferentes tipos de tareas comunicativas.

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