Does Direct Instruction Develop Pragmatic Competence? Teaching Refusals to EFL Learners of English

• Published in: Journal of language teaching and research 2012-07, Vol.3 (4), p.814
• Main Authors: Farahian, Majid, Rezaee, Mehrdad, Gholami, Afshin
• Format: Article
• Language: English
• Subjects: Consciousness; Curricula; English as a second language instruction; Foreign language learning; Language; Linguistics; Pedagogy; Pragmatics; Second language learning; Teaching
• ISSN: 1798-4769; 2053-0684
• DOI: 10.4304/jltr.3.4.814-821

Furthermore, they rarely have the opportunity to see native speakers communicating in their language. [...]creating conditions to developing learners' pragmatic competence is not only necessary for both those who are studying the foreign language contexts, but also for the learners in the second language context. The main feature of the studies conducted on explicit teaching of pragmatics is that the instructional time is relatively short. [...]none of these studies employed control group in their design. Does explicit instruction have a significant impact on Iranian EFL learners' production of linguistically accurate and pragmatically appropriate requests? I. METHOD A. Participants The participants in this study were 64 Iranian intermediate university students, age, 19-25. Because the necessity of working with intact groups makes random assignment impossible, the research was an intervention study; therefore, it was quasi-experimental. According to Schmidt, awareness is required for learning to take place and noticing is needed to input to intake.