Formulaic Language in the Acquisition of L2 Pragmatic Competence in a Community-based Classroom

Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results a classroom-based study in which formula-enhanced treatment focusing both pragmalinguistic and sociopragmatic components ability was tested. Seven students from Language Instruction Newcomers Canada (LINC) program participated four lessons involving pre-, post- delayed post-test measures. During treatment, were exposed target interaction contexts. A qualitative utterance analysis conducted determine how abilities evolved after intervention. Additionally, three expert judges evaluated students’ The indicate that improvements associated with use target-like their acts.