pragmatic tasks for efl instruction: explicitness, time and proficiency effects in the iranian context

Despite the substantial significance of communicative goals in efl, pragmatic aspects of instruction that are geared towards the learners' appropriacy still remain less than adequately addressed. such a niche offers potentials for and stimulates a proliferating body of research. this study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. for the purpose of the study, 120 (60 male and 60 female) efl learners took part in this project. error recognition tests (erts), discourse completion tests (dcts), role-play, and writing assessments were used for gauging pragmatic output. two separate 3×2 mixed between-within-subjects factorial anovas were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language l2 use. findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. despite the substantial significance of communicative goals in efl, pragmatic aspects of instruction that are geared towards the learners' appropriacy still remain less than adequately addressed. such a niche offers potentials for and stimulates a proliferating body of research. this study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. for the purpose of the study, 120 (60 male and 60 female) efl learners took part in this project. error recognition tests (erts), discourse completion tests (dcts), role-play, and writing assessments were used for gauging pragmatic output. two separate 3×2 mixed between-within-subjects factorial anovas were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language l2 use. findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design.