The effect of teaching pragmatics explicitly VS. Implicitly on language learning and teaching performance
Abstract
This study aimed to investigate the influence of direct instruction on Iranian EFL learners’ development of pragmatic competence “complimenting and complimenting response”. Since the routine language learning process may take a long time, and because the influence of teaching in pragmatics and speech acts cannot be ignored or overlooked, it also aimed to explore whether explicit or implicit instructions can ever accelerate the development of pragmatic competence and speech acts or not. The role of EFL learners’ context is also going to be studied seriously. It is said that students form their structures more often based on what they frequently say in their L1. In other words, context, culture, etiquettes and the rules of polite behaviors may all intervene or interfere. This study discusses the major factors, such as those mentioned above, that prevent a typical EFL learner from making proper compliments and compliment responses. All these will help us identify the impact of explicit and implicit instructions on students’ pragmatic competence development.
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