The Effect Of Pragmatic Instruction On The Speech Act Awareness Of Third Year Graduate Students Of English
Résumé: Abstract This study deals with the application of the pragmatics research to EFL teaching. The study explored the effect of explicit pragmatic instruction on the speech act awareness of third year EFL students at the department of English university of Constantine1. The speech acts of requesting and apologizing were selected as the focus of teaching. Teacher-fronted discussions, cooperative grouping, role plays, and other pragmatically oriented tasks were used to promote the learning of the intended speech acts. A pre-test-post-test control group design was used. The subjects included undergraduate students in their last year of study in the field of applied language studies. A multiple choice pragmatic comprehension test was developed in several stages and used both as a pre-test and post-test to measure the effect of instruction on the pragmatic awareness of the students. The results of the data analysis revealed that students’ speech act comprehension improved significantly and that pragmatic competence is not impervious to instruction even in EFL settings.
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