The Effect of Explicit Metapragmatic Instruction on the Speech Act Awareness of Advanced EFL Students.

Autor/inn/en	Eslami-Rasekh, Zohreh; Eslami-Rasekh, Abbas; Fatahi, Azizollah
Titel	The Effect of Explicit Metapragmatic Instruction on the Speech Act Awareness of Advanced EFL Students.
Quelle	In: Teaching English as a second or foreign language, 8 (2004) 2, S. 1-12 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Quantitative Forschung; Verstehen; Methodik; Fortgeschrittenenunterricht; Pragmatik (Ling); Sprachbewusstsein; Fremdsprachenunterricht; Englischunterricht; Effizienz; Iran
Abstract	The reported study deals with the application of the pragmatics research to EFL teaching. The study explored the effect of explicit metapragmatic instruction on the speech act comprehension of advanced EFL students. The speech acts of requesting, apologizing, and complaining 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 pretest-posttest control group design was used. The subjects included Iranian undergraduate students in their last year of study in the field of teaching English as a foreign language. A group of American students were used to provide the baseline for the study. A multiple choice pragmatic comprehension test was developed in several stages and used both as a pretest and posttest to measure the effect of instruction on the pragmatic comprehension 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. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1