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...

This exploratory study gives a first glance at the development of perception Spanish /e/-/ei/ contrast by heritage learners in comparison to that L2 classroom. To this end, two types semester-long, explicit phonetic instruction training are compared: High Phonetic Variability Training (HPVT) with exposure multiple sources speech, and regular standalone phonetics courses low variability speech i...

The current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced, intermediate, and elementary EFL learners’ writing performance. The participants of the study were 94 undergraduate students majoring in English Literature at the University of Isfahan. To elicit the relevant data, participants were given a pretest of writing ability to check ...

Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration students' essays. However, the potential of dialogic activities may be increased if they combined with instructional practices. The primary objective this research is compare impact four intervention pr...

The present study aims to investigate the relative effectiveness of different types of pragmatic instruction including two collaborative translation tasks and two structured input tasks with and without explicit pragmatic instruction on the production of apologetic utterances by low-intermediate EFL learners. One hundred and fifty university students in four experimental groups and one control ...

 As an integrative component of textual structure, formulaic expressions (FEs) play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-...

since the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. the present study investigated the effect of explicit corrective feedback on writing accuracy of iranian intermediate efl learners (n = 44) in hamedan islamic az...

Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different forms, and pragmatic functions of hedging devices some of which are polysemous and polypr...