University of Isfahan, Iran (firstname.lastname@example.org)
University of Isfahan, Iran (email@example.com)
Vahid Dastjerdi, Hossein
University of Isfahan, Iran (firstname.lastname@example.org)
The present study evaluates the relative effectiveness of four types of input-based instruction: metapragmatic explanation (N=21), form-comparison (N=21), meaning-focused (N=28), and input enhancement (N=25) on the development of the participants’ production of pragmatically appropriate requests. The control group (N=15) did not receive any type of input-based instruction. Over a 16 week course, 110 Iranian undergraduate students majoring in English Translation received input-based instruction with the use of video clips. Treatment group performance was compared to that of a control group on pre-tests and post-tests which took the form of oral and written Discourse Completion Tests (DCTs). The results revealed that the treatment groups significantly improved in the post-test in comparison to the pre-test, outperforming the control group. The findings are discussed with implications for classroom practices and future research.
Keywords: EFL context; input-based instruction; noticing hypothesis; interlanguage pragmatics; speech act of request