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Volume 11, Issue 4
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Abstract

Abstract

Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). This study investigated the impact and effectiveness of instruction on EFL learners’ use of speech act strategies. A group of 131 Iranian undergraduate students were instructed through deductive consciousness-raising (C-R), inductive C-R, and L1-based C-R tasks for seven weeks. The results obtained through Cohen and Ishihara’s (2005) speech act strategy inventory indicated that instruction had a significant impact on participants’ utilization of speech act strategies. It also came to light that the learners were generally receptive to deductive and L1-based pragmatic C-R tasks. The findings suggest that pragmatic C-R tasks and especially L1-based tasks are effective means for applying strategies to supporting learners in the acquisition of speech acts.

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2020-11-20
2024-09-19

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/content/journals/10.1075/ps.16066.hos
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The impact of pragmatic consciousness-raising tasks on EFL learners’ speech act strategy use
Pragmatics and Society 11, 570 (2020); https://doi.org/10.1075/ps.16066.hos
/content/journals/10.1075/ps.16066.hos
/content/journals/10.1075/ps.16066.hos
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  • Article Type: Research Article
Keyword(s): deductive consciousness-raising tasks; inductive consciousness raising tasks; L1-based consciousness-raising tasks; pragmatics; speech act; strategy use

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