Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L۲ Social Identity: A Case of Iranian Upper-Intermediate and advanced EFL Learners

Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L۲ pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L۲ social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L۲ social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L۲ social identity among a randomly selected sample of ۱۲۵ upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (۲۰۰۱) L۲ social identity questionnaire, and then Malmir and Tajeddin’s (۲۰۱۵) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L۲ social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant and strong contributor to L۲ social identity. Affective and compensatory IPLS were significant moderate contributors to L۲ social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L۲. The results of this study imply that L۲ teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.

کلیدواژه ها:

L۲ Social Identity ، Interlanguage Pragmatic Learning Strategies (IPLS) ، investment ، Pragmatic Competence