TY - JOUR ID - 53819 TI - Teaching requestive downgraders in L2: Can learners’ MI modify the effects of focused tasks? JO - Teaching English Language JA - TEL LA - en SN - 2538-5488 AU - Ahmadi, Abdolhossein AU - Ghafar Samar, Reza AD - Islamic Azad University, Larestan Branch AD - Tarbiat Modares University Y1 - 2014 PY - 2014 VL - 8 IS - 2 SP - 91 EP - 117 KW - consciousness raising task KW - dictogloss task KW - input/output based tasks KW - interpersonal vs. linguistic intelligences KW - pragmatics KW - Request KW - requestive downgraders DO - 10.22132/tel.2014.53819 N2 - As a follow-up to our previous study (i.e., Ahmadi, Ghafar Samar, & Yazdani moghaddam, 2011), we utilized dictogloss (DIG) as an output-based task and consciousness raising (CR) as an input-based task to explore the interaction between the effects of these tasks and EFL learners’ multiple intelligences (MI) on the development of requestive downgraders. Prior to the experiment, 110 Iranian EFL learners were asked to participate in the study to help the researchers develop the instruments, i.e., a recognition and a production test. Also, 43 American native English speakers were employed to provide the baseline data for the development of the recognition test and the instructional materials. To carry out the study, the researchers matched 60 subjects in two groups based on their scores on the Oxford Placement Test (2004) and their inclination to interpersonal or linguistic intelligence. The groups were then randomly assigned to instructional conditions, namely the DIG and CR tasks. These tasks were utilized to implement the instructional treatment in eight sessions. The results revealed no significant differences between the participants in the DIG and CR tasks on the production and recognition measures. Due to the initial differences on the recognition measure, the pretest-posttest mean differences revealed that the DIG task was more effective in the enhancement of learners’ recognition ability. While the effects of MIwere not significant on pragmatic measures, a significant interaction in favor of learners with an inclination to interpersonal and linguistic intelligences was respectively observed for the participants in the DIG and CR tasks. UR - http://www.teljournal.org/article_53819.html L1 - http://www.teljournal.org/article_53819_8583acf8891cbbf938462655335f7f5e.pdf ER -