the necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for english language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. the present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change m...

The present study investigated the effect of pragmatic eliciting tasks on EFL pre-intermediate learners speaking proficiency. Thus this study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc. In doing so, 40 learners out of 80 were selected through Oxford ...

The present study investigated the effect of pragmatic eliciting tasks on EFL pre-intermediate learners speaking proficiency. Thus this study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc. In doing so, 40 learners out of 80 were selected through Oxford ...

This study investigated the impact of individual differences like language proficiency, gender and age on the Iranian EFL learners interlanguage pragmatics in institutional discourse especially, their capacity to recognize and to rate pragmatic and grammatical infelicities in speech act situations of request and apology.  To this end, one hundred and eighty-seven EFL university students at thre...

One of the theories accounting for pragmatic development of L2 learners is Vygotsky’s (1978) sociocultural  theory.  This  study  investigated  the  development  of  EFL  learners'  pragmatic competence through the lens of an important concept of Vygotsky’s theory, i.e.  the  zone  of proximal  development.  The  study  was  conducted  to  answer  two  questions.  The  first  question was wheth...

the purpose of this study was to examine cook’s (2003) ‘multiple competence’ by investigating backward pragmatic transfer (from l2 [english] to l1 [persian]) in refusals to invitations. it explored participants’ frequency and content of refusal strategies in l1 regarding the status (i.e., power and distance) of interlocutors and the proficiency level of efl learners. the participants were persi...

The purpose of this study was to examine Cook’s (2003) ‘multiple competence’ by investigating backward pragmatic transfer (from L2 [English] to L1 [Persian]) in refusals to invitations. It explored participants’ frequency and content of refusal strategies in L1 regarding the status (i.e., power and distance) of interlocutors and the proficiency level of EFL learners. The participants were Persi...

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...