Abstract:
In the present study an attempt was made to focus on pragmatic instruction and feedback as a kind of discriminatory factor. To teach English compliment and compliment responses, this paper evaluated the relative effectiveness of input-based instruction involving 132 Iranian EFL learners at intermediate and advanced levels. The main purpose of the study was to investigate to what extent instruction affected learners’ knowledge and ability to use compliment strategies. Students were divided into three groups: explicit, implicit and control. They were taught common strategies regarding how to compliment and respond to it. Whereas the explicit groups received instruction by means of explicit feedback on the use of appropriate compliments, the implicit groups were provided with instruction plus implicit feedback. The results of the data analysis based on the pre-tests, post-tests and follow up tests including discourse-completion tasks and self-assessment tests indicated that although instruction had a positive effect on the development of students’ socio-pragmatic competence of both explicit and implicit groups, the explicit group did better. The study may have some implications for
Machine summary:
"The results of the data analysis based on the pre-tests, post-tests and follow up tests including discourse-completion tasks and self-assessment tests indicated that although instruction had a positive effect on the development of students’ socio-pragmatic competence of both explicit and implicit groups, the explicit group did better.
For SPSS analysis, multiple regression program, MANOVA, and mixed between- within ANOVA were used to evaluate the effects of instruction and feedback (explicit, implicit and control), proficiency level, age group 2 (22 years old and younger, older than 22), gender and time (time 1, time 2, time 3) on the students’ continuous scores.
Concerning the effect of age and gender, similar results were obtained in pre-test, and delayed post-test scores, therefore, age and gender were considered as covariate variables in the present study and the main focus shifted to the efficiency of other independent variables including instruction, feedback and proficiency level of the learners.
Concerning the last question proposed above (Is there any effect of pragmatic instruction on developing learners’ self confidence?), it was found that although experimental groups especially the explicit groups rated themselves very low before the intervention, they scored themselves higher on the post-test and delayed post-test.
This study was different from the previous research in the field of pragmatic development in general and compliments in particular because it considered the effect of instruction and the way students’ confidence changes before and after the intervention."