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...

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 students maj...

alternative assessment approaches received considerable attention soon after a discontent with traditional, one-shot testing. these approaches, however, have been used only to improve learners’ linguistic ability despite communicative models of language which pointed that knowledge of language also involves pragmatic ability (bachman, 1990; bachman & palmer, 1996). the present study tries t...

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 students maj...

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...

This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in t...

The pragmalinguistic and sociopragmatic aspects of language use vary across different situations, languages, and cultures. The separation of these two facets of language use can help to map out the socio-cultural norms and conventions as well as the linguistic forms and strategies that underlie the pragmatic performance of different language speakers in a variety of target language use situatio...

Pragmatic competence is one of the most important components of successful communication; also, it is the most difficult aspect of SLA. This study aimed to explore the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners’ learning of requests and refusals, following a mixed method design. In the experimental part of the study, 2 intact classes were homogenized by a pret...

the pragmalinguistic and sociopragmatic aspects of language use vary across different situations, languages, and cultures. the separation of these two facets of language use can help to map out the socio-cultural norms and conventions as well as the linguistic forms and strategies that underlie the pragmatic performance of different language speakers in a variety of target language use situatio...

Despite the general findings that address the positive contribution of teaching pragmatic features to interlanguage pragmatic development, the question as to the most effective method is far from being resolved. Moreover, the potential of literature as a means of introducing learners into the social practices and norms of the target culture, which underlie the pragmatic competence, has not been...