Investigating the Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners

Autor/inn/en	Rajabi, Shima; Azizifar, Akbar; Gowhary, Habib
Titel	Investigating the Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 4, S.53-61 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Language Proficiency; Social Status; Social Distance; Control Groups; Experimental Groups; Grammar; Pragmatics; Speech Acts; Foreign Countries; Pretests Posttests; Language Tests; Discourse Analysis; English (Second Language); Vignettes; Statistical Analysis; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Sozialer Status; Grammatik; Pragmalinguistik; Sprechakt; Ausland; Language test; Sprachtest; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Unterrichtserfolg
Abstract	Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most effective way of teaching pragmatic knowledge to their students. Accordingly, the present study investigated the effect of explicit teaching of apology speech act, as an aspect of pragmatic competence, on the Iranian EFL learners' appropriate use of the mentioned speech act. In so doing, a total of 73 EFL students at intermediate and advanced levels participated in a pre-posttest design research with experimental and control group. Data were collected using a Discourse Completion Test (DCT). The selection of apologetic situations in DCT was based on two variables of social status and social distance. The results revealed that explicit instruction was a facilitative tool that helped students use the proper apology strategies in different situations. Moreover, it was found that L2 proficiency had a significant influence on overall appropriateness of speech act production. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01