Teaching requestive downgraders in L2: Can learners’ MI modify the effects of focused tasks?

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 MI were 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.