Pragmatic competence and explicit instruction
Journal of Pragmatics, 2013 Abstract The paper examines pragmatic competence re-defined ( Ifantidou, 2011a , Ifantidou, 2011b ) in terms of an open-ended array of pragmatically inferred implicatures rather than a fixed set of routines (e.g. speech acts) or isolated implicatures.
Elly Ifantidou
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THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS [PDF]
Indonesian Journal of Applied Linguistics, 2017 Despite the ongoing research of interlanguage pragmatics, intervention studies concerning pragmatic instruction have not been conducted as actively. The present study aims to investigate the effects of pragmatic instruction on Korean university students ...
Hyekyeng Kim
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The Interactive Effects of Pragmatic-Eliciting Tasks and Pragmatic Instruction [PDF]
Foreign Language Annals, 2008 Abstract:the effects of data‐gathering methods on pragmatic data have been well documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic instruction has received scant attention. This study investigated the interaction between two assessment tasks (e‐mail and phone) and two types of pragmatic instruction (explicit and ...
Alicia Martínez-Flor
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Production of pragmatic routines by Algerian EFL learners: The effect of corpus-based instruction
Ampersand, 2023 The study investigates the effect of corpus-based L2 pragmatics instruction on the production of pragmatic routines by Algerian EFL learners. The sample consisted of 60 Algerian EFL learners from the University of Mohammed e-Seddik Ben Yahia, divided ...
Anas Huneety, Eman Al Khalaf
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Exploring the potential of AI for pragmatics instruction
Technology in Language Teaching & LearningLarge language models (LLM) (e.g., ChatGPT) have garnered massive attention due to their potential to serve as interactive partners for a wide range of teaching and learning activities.
Bradford J. Lee, Cook Daniel R.
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Second Language (L2) Pragmatics and Computer Assisted Language Learning (CALL) [PDF]
Technology Assisted Language Education, 2023 In today’s era of globalization with technological advancements, where communication transcends spatial and temporal boundaries, pragmatic competence plays a key role. Using language in socially, culturally, and contextually appropriate ways is essential
Zohreh Rasekh Eslami, Sara Zohoor
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Cultivating L2 Pragmatic Comprehension through Computerized vs. Non-Computerized Instruction, Multiuser Virtual Environments (MUVEs) and Mobile Augmented Reality Games (MARGs) [PDF]
Issues in Language Teaching, 2022 Pragmatic comprehension is a central albeit under-researched dimension of pragmatic competence in which most EFL learners suffer from serious deficiencies; therefore, the current study was launched to compare the effects of the Non-Computer Mediated ...
Amir shakouri +2 more
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The Effect of Explicit Pragmatic Instruction on EFL Students' Production of Speech Acts: Pragmalinguistic vs. Sociopragmatic Errors in Focus [PDF]
Journal of English Language Teaching and Learning, 2023 L2 learners' pragmatic development could be manifested by their proper speech act production. Due to the existing differences among languages, errors in speech act realization are inevitable.
Alyaa Alkawaz +3 more
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Unpacking the Nexus between Teachers' Awareness of Pragmatics Instruction and Their Classroom Practices [PDF]
Teaching English Language, 2020 Developing learners' pragmatic competence is claimed to be influenced by teachers' awareness of pragmatic instruction. However, this awareness and the way teachers teach pragmatics in their classrooms have been rarely explored.
Zia Tajeddin, Mehdi Khodaparast
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Pragmatic development in the instructed context [PDF]
Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 2022 Abstract This article reports an eight-month investigation into the long-term impact of explicit instruction on the learnability of different aspects of email requests by a group of Vietnamese university students. Two intact classes were randomly assigned to the treatment (N = 13) and control conditions (N = 19). Over a four-week period,
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