خلاصه ماشینی:
The effect of instruction on the development of pragmatic competence in the English as a foreign language context: A study based on suggestions.
Teachers, material writers, and researchers should attempt to design tasks that can help learners process both pragmalinguistic and sociopragmatic resources in depth The findings indicate that consciousness-raising tasks function effectively when they provide learners with an emphasis on form and meaning The results of this study are compatible with some empirical studies.
Results of the matched t-tests from both the DCT and MCT revealed that the employed instructional approaches promoted learners’ pragmatic proficiency in the area of syntactic and lexical/phrasal downgraders in English request forms.
onclusion and Implications CThe present study examined the relative effects of a consciousness-raising task with and without explicit instruction on teaching syntactic and lexical/phrasal downgraders.
In this sense, it can be stated that the current study contributed to previous research on the positive effect of instruction on second and foreign language learning (Doughty, 2003) and, more specifically, it has shown the benefits of instruction on the development of learners’ pragmatic competence in requests.
nterventional studies of L2 I pragmatics Research conducted in second and foreign language contexts suggests that instruction is both necessary and effective (Bardovi-Harlig, 2001).
Findings from this study reveal no significant differences in the pragmatic ability of learners from both the implicit and explicit treatment groups.
In the study conducted by Takimoto (2006), for example, the effect of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks was investigated.