Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different forms, and pragmatic functions of hedging devices some of which are polysemous and polypr...

Research on L2 learners’ success at development and appropriate use of pragmatic ability and knowledge has mostly approached the issue from a cognitive or social perspective, and less attention has been devoted to the problem from the equally important emotional or individual-psychological lenses. This study sought to explore, first, the interplay between Iranian advanced EFL learners’ pragmati...

Investigating transfer of one’s pragmatic knowledge of first language to his second or foreign language has been one of the areas of interest for researchers. However, there are contradictory results even within the scarce studies which have addressed transferability. This study was an attempt to investigate perceived pragmatic transferability of L1 refusal strategies by Persian EFL learners. S...

Interlanguage pragmatics (ILP) has witnessed a growing body of research in the past two decades. One of the under-explored domains of L2 pragmatics is the role of learning strategies specifically tailored for the development of ILP knowledge. Therefore, this investigation aimed to determine the significant interlanguage pragmatic learning strategies (IPLS) used by high vs. low L2 pragmatic achi...

veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (l2) learners. the absence of such instruments in the literature of english language teaching (elt) underscores the need for the researchers to develop new tests that are specifically designed to assess this crucial but less explored aspect of language learners’ (lls) knowledge. ...

A formal, but pragmatic, method of recording and organizing human expertise into a knowledge-based system is presented. Practical considerations and methods which increase system validity while minimizing demands on human domain specialists are explored. The methodology concentrates on domain definition (background knowledge, references, situations, and procedures), on fundamental knowledge for...

Philosophical discussions of knowledge typically examine what makes a true belief knowledge. Traditionally those discussions involve the notions of reliability, safety, evidence, or justification (among others), notions labelled ‘epistemic’ since they seem to matter to whether one knows. But many epistemologists now argue that traditionally non-epistemic factors can play a crucial role in wheth...