An Explicit/Implicit Lead to Producing Requests: Eliciting Learners’ Awareness or Soliciting Metapragmatic Knowledge

Nasim Ariana, Masoumeh Ahmadi Shirazi, Seyed Mohammad Mousavi Nadoushani


This study attempted to investigate the extent to which two types of pragmatic instruction -explicit versus implicit- affect learners’ knowledge in terms of their awareness and production of request strategies. Thirty students with the same level of proficiency were divided into two groups (explicit and implicit). They were exposed to listening excerpts taken from the book Tactics for Listening, with the focus on request making strategies. While the explicit group was equipped with direct awareness-raising tasks and written metapragmatic explanations on the use of appropriate requests, the implicit group was provided with a set of implicit awareness-raising tasks. Outcomes of the study demonstrate that pragmatic instruction of requesting improved learners’ awareness of both groups. Also an improvement of learners’ production of requests did take place in both groups after the interventional period. However, the explicit group outperformed the implicit one as far as production of request making was concerned.



Pragmatic competence, Speech acts, Requests, Explicit/Implicit pragmatic instruction

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