Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of Iranian EFL Learners' Comprehension of Conversational Implicature: Structural Equation Modeling Approach

One important individual characteristic exerting influence over the acquisition of pragmatic knowledge is pragmatic learning strategies.As it is in nascent stages of research interest, an attempt was made to investigate whether Iranian EFL learners' comprehension of conversational implicature was predicted by memory, cognitive, metacognitive, social, compensation, and affective interlanguage pragmatic learning strategies.Totally, 376 upper-intermediate and advanced EFL learners, on the basis of their performance on a sample of Oxford Quick Placement Test, participated in this investigation.To carry out the present study, three data collection instruments were utilized including: Oxford Quick Placement Test, Interlanguage Pragmatic Learning Strategies Inventory, and Conversational Implicature Test.The hypothesized model was tested employing Amos 24 statistical package and revealed that Iranian EFL learners' conversational implicature was predicted by cognitive, metacognitive and compensation interlanguage pragmatic learning strategies.Moreover, EFL learners' cognitive IPLS was identified to be the strongest predictor (β= 0.45, p<.05) in predicting conversational implicature.This study concludes that the cognitive, metacognitive and compensation IPLS strategies can promote EFL learners' comprehension of conversational implicature.The findings of the study can contribute to EFL teachers to implement more interlanguage pragmatic learning strategies in their classroom activities to develop better comprehension of conversational implicature and integrate this knowledge into the overall learning experiences.‫اﺳﺖ.‬‫ﻣﻨﻈﻮرﺷﻨﺎﺳﯽ‬ ‫زﺑﺎﻧﯽ‬ ‫ﺑﯿﻦ‬ ‫ﯾﺎدﮔﯿﺮی‬ ‫ھﺎی‬ ‫اﺳﺘﺮاﺗﮋی‬ ‫ﮔﺬارد،‬ ‫ﻣﯽ‬ ‫ﺗﺄﺛﯿﺮ‬ ‫ﺷﻨﺎﺳﯽ‬ ‫ﻣﻨﻈﻮر‬ ‫داﻧﺶ‬ ‫ﮐﺴﺐ‬ ‫ﺑﺮ‬ ‫ﮐﮫ‬ ‫ﻣﮭﻢ‬ ‫ﻓﺮدی‬ ‫ھﺎی‬ ‫وﯾﮋﮔﯽ‬ ‫از‬ ‫ﯾﮑﯽ‬ ‫ﺷﻮد‬ ‫ﭘﺮداﺧﺘﮫ‬ ‫ﻣﻮﺿﻮع‬ ‫اﯾﻦ‬ ‫ﺑﺮرﺳﯽ‬ ‫ﺑﮫ‬ ‫ﺗﺎ‬ ‫ﺷﺪ‬ ‫ﺗﻼش‬ ‫ﻣﻘﺎﻟﮫ‬ ‫اﯾﻦ‬ ‫در‬ ‫دارﻧﺪ،‬ ‫ﻗﺮار‬ ‫ﭘﮋوھﺸﯽ‬ ‫اﺑﺘﺪاﯾﯽ‬ ‫ﻣﺮﺣﻠﮫ‬ ‫در‬ ‫ھﺎ‬ ‫ﭘﮋوھﺶ‬ ‫اﯾﻨﮕﻮﻧﮫ‬ ‫ﮐﮫ‬ ‫آﻧﺠﺎﯾﯽ‬ ‫از‬ ‫آ‬ ‫زﺑﺎن‬ ‫درک‬ ‫آﯾﺎ‬ ‫ﮐﮫ‬ ‫ﻋﺎطﻔﯽ‬ ‫و‬ ‫ﺟﺒﺮاﻧﯽ،‬ ‫اﺟﺘﻤﺎﻋﯽ،‬ ‫ﻓﺮاﺷﻨﺎﺧﺘﯽ،‬ ‫ﺷﻨﺎﺧﺘﯽ،‬ ‫ای،‬ ‫ﺣﺎﻓﻈﮫ‬ ‫ھﺎی‬ ‫اﺳﺘﺮاﺗﮋی‬ ‫ﺗﻮﺳﻂ‬ ‫ﺿﻤﻨﯽ‬ ‫ﻣﻌﺎﻧﯽ‬ ‫از‬ ‫اﯾﺮاﻧﯽ‬ ‫ﻣﻮزان‬ ‫ﻣﺠﻤﻮع‬ ‫در‬ ‫ﺷﻮد؟‬ ‫ﻣﯽ‬ ‫ﺑﯿﻨﯽ‬ ‫ﭘﯿﺶ‬ 376 ‫ﺳﻄﺢ‬ ‫ﺗﻌﯿﯿﻦ‬ ‫آزﻣﻮن‬ ‫درﻧﻤﻮﻧﮫ‬ ‫ﻋﻤﻠﮑﺮدﺷﺎن‬ ‫اﺳﺎس‬ ‫ﺑﺮ‬ ‫ﭘﯿﺸﺮﻓﺘﮫ‬ ‫و‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺳﻄﺢ‬ ‫اﻧﮕﻠﯿﺴﯽ‬ ‫زﺑﺎن‬ ‫آﻣﻮز‬ ‫زﺑﺎن‬ ‫ﺳﮫ‬ ‫از‬ ‫ھﻤﭽﻨﯿﻦ‬ ‫ﺷﺪﻧﺪ.‬‫اﻧﺘﺨﺎب‬ ‫ﭘﮋوھﺶ‬ ‫اﻧﺠﺎم‬ ‫ﺑﺮای‬ ‫ﺟﻤﻊ‬ ‫اﺑﺰار‬ ‫داده‬ ‫آوری‬ ‫ﯾﺎدﮔﯿﺮی‬ ‫اﺳﺘﺮاﺗﮋی‬ ‫ﭘﺮﺳﺸﻨﺎﻣﮫ‬ ‫آﮐﺴﻔﻮرد،‬ ‫ﺳﻄﺢ‬ ‫ﺗﻌﯿﯿﻦ‬ ‫آزﻣﻮن‬ ‫ﺟﻤﻠﮫ‬ ‫از‬ ‫ھﺎی‬ ‫اﺳﺘﺮاﺗﮋی‬ ‫ﮐﮫ‬ ‫داد‬ ‫ﻧﺸﺎن‬ ‫ﺣﺎﺿﺮ‬ ‫ﭘﮋوھﺶ‬ ‫ﺳﺎﺧﺘﺎری‬ ‫ﻣﻌﺎدﻻت‬ ‫ﻧﺘﺎﯾﺞ‬ ‫ﺷﺪ.‬ ‫اﺳﺘﻔﺎده‬ ‫ﺿﻤﻨﯽ‬ ‫ﻣﻌﺎﻧﯽ‬ ‫درک‬ ‫آزﻣﻮن‬ ‫و‬ ‫ﺷﻨﺎﺳﯽ‬ ‫ﻣﻨﻈﻮر‬ ‫زﺑﺎﻧﯽ‬ ‫ﺑﯿﻦ‬ ‫ﭘ‬ ‫را‬ ‫اﯾﺮاﻧﯽ‬ ‫آﻣﻮزان‬ ‫زﺑﺎن‬ ‫ﻣﮑﺎﻟﻤﮫ‬ ‫ﺿﻤﻨﯽ‬ ‫ﻣﻌﺎﻧﯽ‬ ‫درک‬ ‫ﺟﺒﺮاﻧﯽ،‬ ‫و‬ ‫ﻓﺮاﺷﻨﺎﺧﺘﯽ‬ ‫ﺷﻨﺎﺧﺘﯽ،‬ ‫ﯾﺎدﮔﯿﺮی‬ ‫ﯾﺎدﮔﯿﺮی‬ ‫ھﻤﭽﻨﯿﻦ،اﺳﺘﺮاﺗﮋی‬ ‫ﮐﻨﻨﺪ.‬‫ﻣﯽ‬ ‫ﺑﯿﻨﯽ‬ ‫ﯿﺶ‬ ‫ﭘﯿﺶ‬ ‫در‬ ‫زﺑﺎن‬ ‫ﻓﺮاﮔﯿﺮان‬ ‫ﺷﻨﺎﺧﺘﯽ‬ ‫ﯾﺎﻓﺘﮫ‬ ‫ﮐﻨﺪ.‬‫ﻣﯽ‬ ‫اﯾﻔﺎ‬ ‫را‬ ‫ﻣﮭﻤﯽ‬ ‫ﺑﺴﯿﺎر‬ ‫ﻧﻘﺶ‬ ‫ﻣﮑﺎﻟﻤﮫ‬ ‫ﺿﻤﻨﯽ‬ ‫ﻣﻔﺎھﯿﻢ‬ ‫درک‬ ‫ﺑﯿﻨﯽ‬ ‫ﻣﯽ‬ ‫ﻣﻄﺎﻟﻌﮫ‬ ‫اﯾﻦ‬ ‫ھﺎی‬ ‫ﻣﻌﻠﻤﺎن‬ ‫ﺑﮫ‬ ‫ﺗﻮاﻧﺪ‬ ‫ﺟﺒﺮ‬ ‫و‬ ‫ﺷﻨﺎﺧﺘﯽ،ﻓﺮاﺷﻨﺎﺧﺘﯽ‬