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ERIC Number: EJ1083978
Record Type: Journal
Publication Date: 2015-Nov
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1072-4303
Does Instruction Alter the Naturalistic Pattern of Pragmatic Development? A Case of Request Speech Act
Taguchi, Naoko; Naganuma, Naeko; Budding, Carlos
TESL-EJ, v19 n3 Nov 2015
This study examined the effects of explicit instruction on the development of pragmatic competence in L2 English. The study is based on Taguchi's (2012) study conducted in an English-medium university in Japan, which revealed patterns of change in Japanese EFL students' production of requests in high- and low-imposition situations. Students showed strong development with low-imposition requests (e.g., asking a friend for a pen) over one year but almost no gain with high-imposition requests (e.g., asking a professor for an extension of an assignment). Based on these findings, in the same institution, we implemented explicit instruction on the target pragmalinguistic forms that never emerged in the students' request data (i.e., syntactic mitigation, hedging, and amplifiers). Results from a new cohort of 23 students revealed strong instructional effects. Students' production rates of the target features jumped by 40-90% from pre- to immediate post-test, and a large portion of the gain was maintained at delayed posttest given four months later.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A