this study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level english as foreign language (efl) learners in taiwan. the goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on efl learners’ pragmatic competence. second, the relative effectiveness of presenting pragmatics through two deli...

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...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate student...

The present research study, based on a systematic procedure, investigates the impact of the illocu- tionary and locutionary forces of the pragmatic competence on the Iranian male and female language teaching juniors. By virtue of gaining a persuasive and forceful ultimate goal of this study 400 lan- guage teaching Iranian juniors attended this study. Phase 1 witnessed a T-test where 60 males an...

The paper tries to build a bridge between results in commonsense reasoning and inferential theories of meaning. We focus on the problem of communication and the contrast between two views of communication, the “expressive” view and the “convergence” view. According to the convergence view (and local holism which supports it) the meaning of a sentence is the set of inferences to which speakers c...

In the domain of language acquisition, PILÉFACE is a system that has been initially designed to take into account the pragmatic aspects of language, i.e. to provide the learner not only with a linguistic competence, but also with a communicative competence. That communicative competence implies that the language learner master certain pragmatic usage rules, which are mastered by the native spea...

The colossal time spent on learning grammatical rules of a language may still not make a learner proficient in that language. The sociolinguistics perspectives have moved to the notion that there is more to learning a language than learning about rules and grammar. Since the use of a language is seen as a social activity, the concept of ‘communicative competence’, that is, knowing what to say, ...