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...

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second language  learners often develop grammatical competence in the absence of concomitant pragmatic competence (kasper & roever, 2005) and the exact nature of the relationship between the two competences is still indistinct and in need of inquiries ( bardovi-harlig, 1999; khatib & ahmadisafa, 2011). this study is a partial attempt to address the lacuna and aims to see if any relation...

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...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...

This  paper  focuses  on  some  pragmatic  expressions  that  are  characteristic  of  informal  spoken English, their possible equivalents in some other languages, and their use by EFL learners from different  backgrounds.  These  expressions,  called  general  extenders  (e.g.  and  stuff,  or something), are shown to be different from discourse markers and to exhibit variation in form, funct...

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...