Doğrudan Edimbilim Eğitiminin İlköğretim Öğrencilerinin Edimbilimsel Gelişimi Üzerindeki Etkileri

A large body of literature has examined the role explicit teaching on L2 pragmatics. Previous research findings confirmed that a positive impact development learners’ pragmatic competence. Many studies attempt to explore efficacy instruction in improving pragmatics competence terms learners' speech acts requesting. However, little attention been focused request strategies young learners. This study aims investigate whether may enhance awareness and there will be an increase based social power, distance, imposition factors. Twenty-two second-grade Turkish students from private school participate study. The participants are divided into experimental control groups each group consists eleven students. receives four hours treatment two weeks while follows conventional instructions without any metapragmatic requesting strategies. quantitative data is gathered by administering Discourse Completion Test (DCT) as both pre post-tests. To reliability validity results, triangulation method used. For triangulation, teacher-researchers employ teacher observation with rubric semi-structured interview conducted purposefully chosen results analysis showed no significant difference according qualitative noticeable requests