A Study of EFL Learners' (Meta) Pragmatic Learning through Explicit (Teacher Explanation) and Implicit (Foreign Film) Interventions: The Case of Compliment

One of the controversies regarding teaching 'pragmatics' is whether the medium of instruction would make a difference in the development of learners' pragmatic awareness and pragmatic use in both second and foreign language contexts. The present study compared the impact of two types...

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Bibliographic Details
Published in:Journal of language teaching and research 2015-03, Vol.6 (2), p.292
Main Authors: Hassaskhah, Jaleh, Ebrahimi, Hoorieh
Format: Article
Language:English
Subjects:
Cellular telephones
Compliments
Elementary school students
English as a second language
English as a second language instruction
English teachers
Hypotheses
Language
Language of instruction
Pragmatics
Researchers
Second language teachers
Studies
Teachers
Teaching
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Summary:One of the controversies regarding teaching 'pragmatics' is whether the medium of instruction would make a difference in the development of learners' pragmatic awareness and pragmatic use in both second and foreign language contexts. The present study compared the impact of two types of teaching conditions: explicit teacher explanation and implicit foreign film watching, on the process of (meta) pragmatic learning (here, compliment) of 32 Iranian female elementary EFL learners. To examine the effect of each type of instruction, the data collected through a written discourse completion test (WDCT) were later analyzed by a paired samples t-test, and the analysis of covariance (ANCOVA). The results indicated that instruction of both types improved learners' awareness of compliments. Also both types of instruction were beneficial in terms of raising learners' (meta) pragmatic use. The findings provide insight into the facilitative impact of (meta) pragmatic instruction and present suggestions for EFL/ESL teachers and materials developers.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.0602.08