this study examined the effect of explicit instruction of hedging on english forspecific academic purposes (esap) reading comprehension performance ofenglish language learning (ell) university students. a reading comprehensiontest was developed and validated as the pretest and the posttest. the test, includingitems for assessing the comprehension of the students in their area of specialization,...

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the purpose of the present study was to explore the effectiveness of raising iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their l2 writing ability, as well as their written complexity and accuracy. to this end, two 25-member groups of efl learners who were taking basic writing course at islamic azad university, roudehen branch, were selected based on their perfor...

this study examines the efficiency of pedagogical intervention in raising l2 pragmatic awareness of the iranian efl learners. more specifically, it seeks to investigate the difference between explicit and implicit instructions in improving pragmatic appropriateness of the english refusals by adult persian native speakers in an efl classroom context. fifty-four participants, with approximately t...

this study attempted to investigate the effect of bilingualism on pragmaticawareness and development among iranian turkish/persian efl learners. data werecollected through a personal profile questionnaire with questions about theparticipants’ language background and a wdct with 10 situations to determine theextent to which the bilinguals demonstrated their pragmatic awareness of requests.they w...

The present study investigated the pragmatic awareness and production of Iranian Turkish and Persian EFL learners in the speech act of apology. Sixty-eight learners of English studying at several universities in Iran were selected based on simple random sampling as the monolingual and bilingual participants. Data were elicited by means of a written discourse self-assessment/completion test (WDS...

the necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for english language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. the present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change m...