Online citations, reference lists, and bibliographies.

The Impact Of Deductive, Inductive, And L1-Based Consciousness-Raising Tasks On EFL Learners' Acquisition Of The Request Speech Act

Z. Tajeddin, Rasoul Mohammad Hosseinpur
Published 2014 · Computer Science

Cite This
Download PDF
Analyze on Scholarcy
Share
The necessity and importance of teaching pragmatics has come to light by many researchers (e.g. Rose & Kasper, 2001). Due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how we should teach this competence in the most effective way. Consistent with this line of research, the present study aimed to investigate the effectiveness of deductive, inductive, and L1-based consciousness-raising instructional tasks on EFL learners' acquisition of the request speech act during a seven-week instruction period. The results obtained through a written DCT administered to 140 EFL learners indicated that instruction had a significantly positive effect on learners' acquisition of the request speech act. The comparison of the task types demonstrated that, all in all, the deductive task was the most effective one. Furthermore, the results showed that the learners were generally receptive to L1-based awareness-raising tasks and that these tasks were more effective than inductive tasks. This study suggests that consciousness-raising instructional tasks could be utilized in raising students’ sociopragmatic awareness and be applied in helping them develop their interlanguage pragmatics.
This paper references
Pragmalinguistic awareness: I
S. Takahashi (2005)
10.21832/9781847690869-003
1. Pragmatics in Foreign Language Contexts
E. Soler (2008)
10.1515/iral.1996.34.2.95
THE INDUCTION-DEDUCTION OPPOSITION: AMBIGUITIES AND COMPLEXITIES OF THE DIDACTIC REALITY
W. Decoo (1996)
10.2307/3587079
Communicating About Grammar: A Task-Based Approach
Sandra Fotos (1991)
The effect of an Inductive - deductive teaching approach to develop learners ' use of request modifiers in the EFL
A. Martinez-Flor (2008)
10.1017/CBO9780511667190.023
Methodology in Language Teaching: Grammar Teaching – Practice or Consciousness-Raising?
R. Ellis (2002)
10.1093/APPLIN/AMM049
The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency.
M. Takimoto (2009)
10.1016/J.PRAGMA.2008.12.001
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
M. Takimoto (2009)
10.1075/PRAG.16.4.05TAG
Analysis of Appropriateness in a Speech Act of Request in L2 English
Naoko Taguchi (2006)
10.1515/9783110214444.3.423
14. The teaching of speech acts in second and foreign language instructional contexts
Anna Trosborg (2010)
10.1002/9781444315783.CH38
Investigating the Effects and Effectiveness of L2 Instruction
R. D. Graaff (2009)
Integrating Grammar Instruction in Language Teaching--With a Focus on Fluency
浅岡 千利世 (2006)
Raising the pragmatic awa
Z. Eslami-Rasekh (2005)
10.2307/3587436
Integrating Grammar Instruction and Communicative Language Use Through Grammar Consciousness‐Raising Tasks
Sandra Fotos (1994)
Interlanguage Pragmatic Development: The Study Abroad Context
Gila A. Schauer (2009)
10.1017/CBO9781139524797.014
Pragmatics in Language Teaching: The role of input enhancement in developing pragmatic competence
Satomi Takahashi (2001)
The Effects of Referential Oriented Activity in the Structured Input Task on the Development of Learners' Pragmatic Proficiency
M. Takimoto (2007)
The Effects of Recasting on the Production of Pragmalinguistic Conventions of Request by Chinese Learners of English
Yoshinori J. Fukuya (2006)
Consciousness and foreign langu ge learning : A tutorial on the role of attention and awareness in learning
R. Schmidt (1995)
10.1017/CBO9781139524797.003
Pragmatics in language teaching
G. Kasper (2001)
An analysis on EAP learners' pragmatic production: a focus on request forms
M. Jordà (2004)
10.2307/416225
Second Language Acquisition: An Introductory Course
S. Gass (1993)
Instructional pragmatics: Brid
N. Ishihara (2010)
10.1093/applin/14.1.1
Teaching Requestive Downgraders in L2: How Effective are Input-Based and Output-Based Tasks?
J. Holmes (1993)
Pragmatic and Grammatical Awareness in Korean EFL Learning
Tae-Sook Park (2013)
10.1111/j.1749-818X.2010.00242.x
Instructional Pragmatics: Bridging Teaching, Research, and Teacher Education
Noriko Ishihara (2010)
Trosborg (Ed.), Pragmatics across languages and cultures (pp. 423-442)
A. In (2001)
10.21832/9781853599286-014
Chapter 11. Fostering EFL Learners’Awareness of Requesting Through Explicit and Implicit Consciousness-Raising Tasks
E. Soler (2006)
Requests : A sociopragmatic appro ch
E. Uso-Juan (2010)
Teaching and learning sociolinguisti
M. Yu (2008)
10.1111/1540-4781.00194
Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study
G. Levine (2003)
10.1111/J.1540-4781.2008.00689.X
What's the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks
V. Scott (2008)
Student and instructor belief
G. S. Levine (2003)
10.21832/9781847690869-011
Enhancing the pragmatic competence of non-native English-speaking teacher candidates (NNESTCS) in an EFL context
Zohreh R. Eslami (2007)
10.5539/ELT.V2N1P46
Request Strategies: Cross-Sectional Study of Iranian EFL Learners and Australian Native Speakers.
Alireza Jalilifar (2009)
An analysis on EAP learners
M. P. Safont Jordą (2004)
10.1002/9780470756492.CH10
Instructed SLA: Constraints, Compensation, and Enhancement
C. Doughty (2008)
10.1093/ELT/CCI039
Raising the pragmatic awareness of language learners
Zohreh Eslami-Rasekh (2005)
Effects of recasts of EFL learners' acquisition of pragmalinguistic conventions of request
Yoshinori J. Fukuya (2002)
10.1016/J.SYSTEM.2005.06.005
Does instruction work for learning pragmatics in the EFL context
E. Soler (2005)
Examining mitigation in request
P. Salazar (2007)
Instructional effects on the use of request acts modification devices by EFL learners
M. P. Safont Jord ą (2003)
10.1016/J.SYSTEM.2006.09.003
The Effects of Explicit Feedback and Form--Meaning Processing on the Development of Pragmatic Proficiency in Consciousness-Raising Tasks.
M. Takimoto (2006)
10.1093/APPLIN/AMH040
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?
Satomi Takahashi (2005)
10.1111/J.1540-4781.2008.00752.X
The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence
M. Takimoto (2008)
Task Based Language Learning and Teaching
Hussain Sajjad (2015)
10.1515/9783110214444.3.391
13. Assessing learnability in second language pragmatics
Anna Trosborg (2010)
10.1075/LLLT.26.14USO
Requests: A sociopragmatic approach
Esther Usó-Juan (2010)
The effects of referential ori
M. Takimoto (2007)
Grammar teaching: Practice or co
Malden (2002)
PRAGMATIC TRANSFER AND IRANIAN EFL REFUSALS: A CROSS-CULTURAL PERSPECTIVE OF PERSIAN ENGLISH
M. Keshavarz (2006)
10.1007/978-1-4020-5639-0_11
Examining Mitigation in Requests: A Focus on Transcripts in ELT Coursebooks
P. S. Campillo (2008)
10.1002/J.1545-7249.2008.TB00206.X
Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan
M. Yu (2008)
10.6018/IJES/2010/1/113981
The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals
Eva Alcón Soler (2010)
10.1111/0023-8333.00136
Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis
J. M. Norris (2000)
Using metapragmatic instruction to improve advanced EFL learners ' pragmatic awareness
Z. Eslami-Rasekh (2004)
10.5296/IJL.V5I2.3032
Investigating the Effect of Metalinguistic Feedback in L2 Pragmatic Instruction
Behzad Barekat (2013)



This paper is referenced by
Semantic Scholar Logo Some data provided by SemanticScholar