Explicit instruction outperforms implicit instruction in boosting Iranian EFL learners' pragmatic performance of refusals¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subjects in the explicit group surpassed those in the implicit group in pragmatic performance of refusals after treatment. → Farrokhi and Atashian 2012

Evidence¶

Farrokhi and Atashian 2012¶

Farahman Farrokhi, Soheil Atashian. (2012). The Role of Refusal Instruction in Pragmatic Development. World Journal of Education, Vol. 2, No. 4. http://dx.doi.org/10.5430/wje.v2n4p85

q3 · i? · causal · r1

Between-group comparison drawn from the Wilcoxon results in Table 4 of the 60-learner quasi-experiment: the explicit group's Exact Sig. of .000 versus the implicit group's .013. The article reports no direct statistical test between the two treatment groups and no effect size.

"Further, it is evident from ta ble 4 that subjects in the exp licit group surpassed those in implicit group in pragmatic performance."

Discussion¶

Related Claims¶

• Control-group exposure to dialogs without pragmatic instruction produces no significant change in refusal performance — related
• Explicit instruction of refusals significantly improves Iranian EFL learners' pragmatic performance of refusals — related
• Explicit metapragmatic instruction on requests raises request speech act awareness of intermediate EFL learners relative to regular institute instruction — a broader claim this one bears on
• The authors interpret their results as showing that explicit metapragmatic instruction provides input enhancement that facilitates interlanguage pragmatic development — a broader claim this one bears on
• Implicit instruction of refusals also significantly improves pragmatic performance, but less than explicit instruction — related