The impact of predeparture instruction on pragmatic development during study abroad

Abstract This study investigates the impact of a predeparture intervention on developing pragmatic knowledge in abroad context. The included 66 university-level Japanese learners English who participated four-month program Canada. consisted implicit-inductive, explicit-deductive, and explicit-inductive methods instruction speech acts. Pragmatic development was measured by gain scores written discourse completion test requiring realization apologies. Results analysis covariance, controlling for levels proficiency, revealed that explicitly taught groups had significantly larger gains than implicitly group, when comparing deductive inductive approaches explicit instruction, two did not differ significantly. Follow-up interviews using extreme-case sampling metacognitive strategies they acquired at stage contributed to gains. Implications maximizing during are discussed.