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Effect of Information-Gap, Reasoning-Gap, and Opinion-Gap Tasks on EFL Learners' Pragmatic Production, Metapragmatic Awareness, and Comprehension of Implicature

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Title: Effect of Information-Gap, Reasoning-Gap, and Opinion-Gap Tasks on EFL Learners' Pragmatic Production, Metapragmatic Awareness, and Comprehension of Implicature
Language: English
Authors: Zand-Moghadam, Amir, Samani, Fatemeh Mohandes
Source: TESL-EJ. May 2021 25(1).
Availability: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pragmatics, Task Analysis, Interpersonal Competence, Teaching Methods, Metalinguistics, Speech Acts, Comparative Analysis, Language Processing, Cues, Context Effect, Foreign Countries, Measures (Individuals)
Geographic Terms: Iran
ISSN: 1072-4303
Abstract: Although the effective role of instruction in developing L2 learners' pragmatic competence has been acknowledged in the literature, very few studies have investigated the effect of a specific language teaching method on the development of pragmatic competence. Thus, to address the existing gap, this study was conducted (1) to investigate the effectiveness of task-based instruction (TBI) on the development of pragmatic competence and (2) to see the effect(s) of information-gap, reasoning-gap, and opinion-gap tasks on the development of EFL learners' pragmatic production, metapragmatic awareness, and comprehension of implicature. To this end, 60 homogeneous intermediate EFL learners were selected and assigned to three groups randomly. The twenty members of each group received instruction on the three speech acts of request, refusal, and apology through one task type, i.e., in group #1, through information-gap, in group #2, through opinion-gap, and in group #3 through reasoning-gap tasks. The findings confirmed the positive effect of TBI on EFL learner's pragmatic competence. Also, learners in the information-gap task group outperformed the other groups on pragmatic production and metapragmatic awareness, but there was no significant difference among the groups regarding their comprehension of implicature. This study has implications for English language instructors, materials developers, and researchers.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1302259
Database: ERIC
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  Data: Although the effective role of instruction in developing L2 learners' pragmatic competence has been acknowledged in the literature, very few studies have investigated the effect of a specific language teaching method on the development of pragmatic competence. Thus, to address the existing gap, this study was conducted (1) to investigate the effectiveness of task-based instruction (TBI) on the development of pragmatic competence and (2) to see the effect(s) of information-gap, reasoning-gap, and opinion-gap tasks on the development of EFL learners' pragmatic production, metapragmatic awareness, and comprehension of implicature. To this end, 60 homogeneous intermediate EFL learners were selected and assigned to three groups randomly. The twenty members of each group received instruction on the three speech acts of request, refusal, and apology through one task type, i.e., in group #1, through information-gap, in group #2, through opinion-gap, and in group #3 through reasoning-gap tasks. The findings confirmed the positive effect of TBI on EFL learner's pragmatic competence. Also, learners in the information-gap task group outperformed the other groups on pragmatic production and metapragmatic awareness, but there was no significant difference among the groups regarding their comprehension of implicature. This study has implications for English language instructors, materials developers, and researchers.
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        PageCount: 23
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Pragmatics
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      – SubjectFull: Task Analysis
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Metalinguistics
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      – SubjectFull: Speech Acts
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Language Processing
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      – SubjectFull: Cues
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      – TitleFull: Effect of Information-Gap, Reasoning-Gap, and Opinion-Gap Tasks on EFL Learners' Pragmatic Production, Metapragmatic Awareness, and Comprehension of Implicature
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