摘要：This article presents a discussion about the inclusion of video game based pragmatic competence instruction as a facilitative tool to develop interlanguage pragmatic competence of Iranian EFL learners' acquisition of speech acts of apology and request. The question this article is intended to answer includes: whether using video game as a facilitative tool for developing interlanguage pragmatic competence have any effect on EFL learners’ acquisition of speech acts of apology and request or not. To answer this question, 40 Iranian intermediate EFL learners were selected via administering the Oxford Placement Test (OPT). Following the Jianda Liu pragmatic competence test (2004) that made test of apology and request speech acts were administered as the pre-test before the targeted speech acts were instructed to them for 8 sessions. The post-test of apology and request speech acts were then administered and data were analyzed via calculating ANCOVA and Mann-Whitney U test. The results indicated that the video game-based instructed EFL classroom showed positive progress in acquisition of apology and request speech acts.
其他摘要：This article presents a discussion about the inclusion of video game based pragmatic competence instruction as a facilitative tool to develop interlanguage pragmatic competence of Iranian EFL learners' acquisition of speech acts of apology and request. The question this article is intended to answer includes: whether using video game as a facilitative tool for developing interlanguage pragmatic competence have any effect on EFL learners’ acquisition of speech acts of apology and request or not. To answer this question, 40 Iranian intermediate EFL learners were selected via administering the Oxford Placement Test (OPT). Following the Jianda Liu pragmatic competence test (2004) that made test of apology and request speech acts were administered as the pre-test before the targeted speech acts were instructed to them for 8 sessions. The post-test of apology and request speech acts were then administered and data were analyzed via calculating ANCOVA and Mann-Whitney U test. The results indicated that the video game-based instructed EFL classroom showed positive progress in acquisition of apology and request speech acts.
