چکیده:
With the aim of more emphasis on pragmatics and its inclusion in EFL classrooms,this study attempted to investigate the effectiveness of obtrusive and unobtrusive focus on form instructions on learners‟ pragmatic performance of criticizing in English. 54 Iranian learners, all at intermediate level, participated in this study, and they were divided into three groups: 19 participants receiving obtrusive instruction,21 learners receiving unobtrusive instruction and 14 participants had no pragmatic instruction (control group). Techniques related to each method wereoperationalized in details and applied in the classrooms. The most basic techniquesin obtrusive methods were consciousness raising activities, metalinguistic explanation, and explicit correction. In unobtrusive method, input enhancementactivities, and recast were used. Discourse completion test and oral feedback wereused as pretests and posttests in this study. After applying statistical analyses using ANOVA, it was found that learners‟ pragmatic knowledge of criticizing improved significantly in both kinds of instructions. Also, results of post hoc analyses indicated that learners in obtrusive focus on form instruction outperformed those in unobtrusive focus on form instruction significantly. These results were justified through noticing hypotheses, importance of metalinguistic explanations, effects of explicit correction, and output hypothesis. These findings may have great implications for language teachers, syllabus designers, and future researchers.
خلاصه ماشینی:
"6. 22 Abstract With the aim of more emphasis on pragmatics and its inclusion in EFL classrooms,this study attempted to investigate the effectiveness of obtrusive and unobtrusive focus on form instructions on learners‟ pragmatic performance of criticizing in English.
In spite of the importance of proper use of speech acts in the domain of pragmatic competence, studies indicate that learners who do not receive instruction in pragmatics show significant differences from native speakers in the area of language use, in the production and comprehension of certain speech acts, in conversational functions and conversational management (Kasper & Schmidt, 1996; Kasper and Rose, 2002).
The present study set out to investigate the effects of different kinds of instructions on the development of pragmatic competence with focus on speech act of criticizing.
912 53 In order to answer the third research question, post hoc analyses were applied, and as can be seen in Table 5, the results indicated that obtrusive group was significantly better than unobtrusive group in their pragmatic performance of speech act of criticizing, and both of them were better than control group in both DCT and oral feedback.
5200 Discussion This study tried to investigate the effectiveness of obtrusive and unobtrusive focus on form instructions on learners‟ pragmatic performance of criticizing in English.
To conclude, this study investigated the effectiveness of obtrusive and unobtrusive focus on form instructions on learners‟ pragmatic performance of criticizing in English."