The Effects of Explicit and Implicit Pragmatic Instruction on Iranian EFL Learners’ Production of Suggestion Speech Act in the Context of Distance Learning

Azizeh Chalak, Samira Abbasi


This study investigated the effects of various modes of pragmatic instruction (explicit, implicit, and combination of both) on learners’ production of suggestion speech act in distance learning context. The participants, 60 Intermediate female EFL students, were randomly assigned to 3 groups of 20. Teaching materials were designed in pdf format and the internet Email service was used for course delivery. The instructional treatment for the explicit group contained ten selected target forms about making suggestion. These suggestion forms were divided into two different categories depending on the factor of status. The other group (implicit group) received the same forms on making suggestion embedded in a short conversation. However, the combination group was provided with both types of instructional material. At the end of the treatment period, to examine participants’ productive knowledge of suggestion and their awareness of the appropriate use of this specific speech act in different situation, a DCT test was conducted which involved 4 natural situations and participants were required to make suggestions and respond. The findings showed that the combination group outperformed the other groups.


pragmatics, speech act, discourse completion test, distance learning

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