The Effect of Interventionist Instructions of English Conversational Implicatures on Iranian EFL Intermediate Level Learners' Pragmatic Competence Development

Autor/inn/en	Ziashahabi, Shamila; Jabbari, Ali Akbar; Razmi, Mohammad Hasan
Titel	The Effect of Interventionist Instructions of English Conversational Implicatures on Iranian EFL Intermediate Level Learners' Pragmatic Competence Development
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1840008 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziashahabi, Shamila) ORCID (Jabbari, Ali Akbar) ORCID (Razmi, Mohammad Hasan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1840008
Schlagwörter	Intervention; Pragmatics; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Comparative Analysis; Instructional Effectiveness; Speech Acts; Communicative Competence (Languages); Pretests Posttests; Retention (Psychology); Foreign Countries; Females; Iran + Suchen Sie Ihr Suchwort? Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Sprechakt; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Merkfähigkeit; Ausland; Weibliches Geschlecht
Abstract	Over recent years, pragmatic knowledge has been a major area of interest within the field of second language acquisition. Despite this, most studies available in the literature have only focused on testing and analyzing L2 learners' knowledge of speech acts such as request and suggestion structures. However, pragmatic competence stretches beyond these structures to encompass more significant issues including conversational implicatures, a key element in interactional conversations. This paper seeks to remedy the problem by analyzing the effects of explicit vs. implicit instructions of implicatures on developing intermediate EFL learners' pragmatic competence in a pre-test, post-test, and delayed-post-test equivalent-groups research design. The participants were 63 intermediate EFL learners randomly assigned into two experimental groups and a control group. The first experimental group received explicit instructions on conversational implicatures and the second one received implicit instructions. The results revealed that the explicit group outperformed the implicit group. Accordingly, explicit instruction had priority over implicit instruction leading to a significant increase in learners' pragmatic competence development. The results also indicated that explicitly instructed materials enjoyed significantly greater chances of retention after a one-week delay. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01