چکیده:
The necessity and importance of teaching pragmatics has come to light by many researchers (e.g. Rose & Kasper, 2001). Due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how we should teach this competence in the most effective way. Consistent with this line of research, the present study aimed to investigate the effectiveness of deductive, inductive, and L1-based consciousness-raising instructional tasks on EFL learners' acquisition of the request speech act during a seven-week instruction period. The results obtained through a written DCT administered to 140 EFL learners indicated that instruction had a significantly positive effect on learners' acquisition of the request speech act. The comparison of the task types demonstrated that, all in all, the deductive task was the most effective one. Furthermore, the results showed that the learners were generally receptive to L1-based awareness-raising tasks and that these tasks were more effective than inductive tasks. This study suggests that consciousness-raising instructional tasks could be utilized in raising students’ sociopragmatic awareness and be applied in helping them develop their interlanguage pragmatics.
خلاصه ماشینی:
"Consistent with this line of research, the present study aimed to investigate the effectiveness of deductive, inductive, and L1-based consciousness-raising instructional tasks on EFL learners' acquisition of the request speech act during a seven-week instruction period.
Alcon Soler's (2007) study once again was set up to compare the effectiveness of explicit and implicit C-R tasks on Spanish EFL learners' acquisition of request forms in English.
Do deductive C-R, inductive C-R, and L1-based C-R instructional tasks affect EFL learners' acquisition of the request speech act?
2. Which instructional task (deductive C-R, inductive C-R, or L1-based C- R) is more effective for EFL learners' acquisition of the request speech act?
00 To address the second research question, which was focused on the comparison of the effectiveness of the three instructional tasks on EFL learners' acquisition of the request speech act, the three groups' performance on the pretest DCT was analyzed.
These findings are in line with previous research on the positive effects of instruction on second and foreign language learning in general, and the benefits of instruction on the development of learners‘ pragmatic competence in requests in particular (Doughty, 2003; Norris & Ortega, 2000).
7. Conclusion and Implications This research was set up to further probe whether instruction could be facilitative for the L2 pragmatic development, and if so, whether the type of instruction (deductive C-R, inductive C-R, and L1-based C-R) given in a foreign language context significantly affects learners’ abilities to produce the request speech act in English."