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 evaluates the relative effectiveness of four types of input-based instruction: metapragmatic explanation (N=21), form-comparison (N=21), meaning-focused (N=28), and input enhancement (N=25) on the development of the participants’ production of pragmatically appropriate requests. The control group (N=15) did not receive any type of input-based instruction. Over a 16 week course, 110 Iranian undergraduate students majoring in English Translation received input-based instruction with the use of video clips. Treatment group performance was compared to that of a control group on pre-tests and post-tests which took the form of oral and written Discourse Completion Tests (DCTs). The results revealed that the treatment groups significantly improved in the post-test in comparison to the pre-test, outperforming the control group. The findings are discussed with implications for classroom practices and future research.
关键词：EFL context;input-based instruction;noticing hypothesis;interlanguage pragmatics;speech act of request
