标题：Investigating the effects of explicit and implicit instruction on Iranian EFL learners’ pragmatic development: Speech acts of request and suggestion in focus
期刊名称：International Journal of Research Studies in Language Learning
印刷版ISSN：2243-7754
电子版ISSN：2243-7762
出版年度：2014
卷号：3
期号：7
语种：English
出版社：Consortia Academia Publishing
摘要：The present study aimed at investigating the impact of explicit and implicit teaching on the acquisition of the speech acts of requests and suggestions by Iranian EFL learners. To do so, 60 homogenous adult Iranian intermediate EFL learners attending a language institute in Isfahan, Iran, were randomly assigned to two groups: Explicit Group (EG) and Implicit Group (IG). A pre-test was given to the two groups to measure the participants’ ability to use requests and suggestions prior to any treatment. Then, both groups were exposed to videos of short conversations including the speech acts under study. The instructional treatment for the EG followed a FonFS paradigm characterized by explicitness and deduction followed by a variety of drills, while the instruction for the IG involved a FonF paradigm characterized by input enhancement and recasts. The results of the post-test, administered after the treatment, indicated that both explicit and implicit teaching exerted a significant effect on the learners’ production of requests and suggestions in English. It was also found that there was no statically significant difference between the aforementioned methods of instruction with regard to their effects on learners’ pragmatic development.
