مطالب مرتبط با کلیدواژه

explicit pragmatic instruction


۱.

The Effect of Explicit Pragmatic Instruction on EFL Students' Production of Speech Acts: Pragmalinguistic vs. Sociopragmatic Errors in Focus(مقاله علمی وزارت علوم)

کلیدواژه‌ها: explicit pragmatic instruction metapragmatic instruction sociopragmatic errors pragmalinguistic errors Gender speech act production

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۵ تعداد دانلود : ۷۱
L2 learners' pragmatic development could be manifested by their proper speech act production. Due to the existing differences among languages, errors in speech act realization are inevitable. Employing well-established teaching methods could help L2 learners overcome their problems in speech act production. This endeavor aimed to explore the effects of explicit metapragmatic instruction on Iraqi EFL learners' use of English requests, apologies, and refusals examining the possible intervening role of error type and gender. The study sample comprised 80 English major B.A. students at Al-Kufa University, Iraq. Within six online sessions, the EG received instruction through direct awareness raising and being provided with metapragmatic information. Data analyses indicated that explicit pragmatic instruction significantly improved the students' speech act realization. Additionally, while the female learners benefitted more from the intervention and a higher percentage of sociopragmatic, compared to pragmalinguistic, errors were amended after the treatment, the variables of gender and pragmatic error types did not have significant intervening effects. The findings imply that developing pragmatic competence via direct pragmatic intervention and metapragmatic knowledge awareness needs to receive much attention on the part of Iraqi language instructors, materials developers, and curriculum designers, as it could greatly help learners avoid pragmatic failures.
۲.

Pragmatic Tasks for EFL Instruction: Explicitness, Time and Proficiency Effects in the Iranian Context

کلیدواژه‌ها: explicit pragmatic instruction language proficiency implicit pragmatic instruction

حوزه‌های تخصصی:
تعداد بازدید : ۱۰ تعداد دانلود : ۴
Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners’ appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3×2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. Keywords: