چکیده:
This study compared the efficacy of explicit and implicit instruction of requestive strategies on upper-intermediate female English as a foreign language (EFL) learners’ email writing development. Sixty-two participants in four intact classes were randomly assigned to two explicit and implicit groups. In this quasi-experimental pretest-posttest design study two email evaluation tests and two written discourse completion tests (WDCT) were used to collect the data. In the pretest phase, an email evaluation test and a WDCT were administered to the participants in two sessions. Next, the two groups were provided with ten treatment sessions. The explicit group received direct instruction and metapragmatic explanation on the use of appropriate requestive strategies in writing emails. The implicit group, however, received instruction on writing requestive emails without any explicit explanation about the requestive strategies in emailing. Then, the participants took the posttest of email evaluation test and WDCT in two successive sessions. The results indicated that both modes of instruction exerted significant effects on the learners’ production of requestive strategies in English. The comparison of the two modes of instruction, nonetheless, indicated that the participants who underwent explicit instruction significantly surpassed those in the implicit group. The findings have implications for materials developers and instructors.
خلاصه ماشینی:
com (Received: 2020/9/6; Accepted: 2021/4/4) Online publication: 2021/4/18 Abstract This study compared the efficacy of explicit and implicit instruction of requestive strategies on upper-intermediate female English as a foreign language (EFL) learners’ email writing development.
Ariana, Ahmadi Shirazi, and Mousavi Nadoushani (2016) in a study investigated the comparative effects of explicit and implicit pragmatic instruction on learners’ perception and production of requestive strategies.
Considering the importance of pragmatic instruction in an EFL setting like Iran, this study attempted to evaluate how two different modes of teaching requestive strategies, namely explicit and implicit teaching, could help learners’ email writing development as reflected in their performance on WDCTs and their email evaluation ability.
This study, therefore sought to find answer to the following questions: RQ1: Is there any significant difference between the effects of explicit and implicit teaching of requestive strategies on upper-intermediate female EFL learners’ performance on discourse completion tests of email writing?
RQ2: Is there any significant difference between the effects of explicit and implicit teaching of requestive strategies on upper-intermediate female EFL learners’ email evaluation ability?
Discussion This study investigated the impacts of explicit and implicit modes of pragmatic instruction on EFL learners’ perception and production of the request speech act.
To conclude, the current study was carried out to examine whether explicit and implicit pragmatics instruction could be effective in developing Iranian EFL learners’ realization and production of requestive strategies in the sphere of email writing.