A Case Study on Enhancing Pragmatic Competence in EAP Learners: Examining the Impact of Targeted Instruction in Request Speech Acts
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Abstract
This article examines the role of pragmatic instruction on developing pragmatic competence in English for Academic Purposes (EAP) learners, particularly focusing on the speech act of requests. While research has long explored various factors influencing pragmatic competence, including instructional methods, this study specifically addresses how targeted pragmatic instruction impacts learners over time. Conducted as a qualitative longitudinal study, this research examines changes in learners’ pragmatic performance over a four-week period, during which participants completed both written and oral discourse completion tasks. Findings suggest that pragmatic instruction significantly enhances learners’ pragmatic abilities. Notably, participants have demonstrated a greater range of request strategies supportive moves, reflecting increased awareness of the social and cultural implications of their requests. These findings indicate the vital role of pragmatic instruction in enhancing learners’ ability to adapt their language use based on social variables such as power dynamics and distance. The study also highlights the importance of integrating pragmatic instruction into EAP curricula to improve learners’ communicative competence, enabling them to navigate both academic and social interactions with greater sensitivity and appropriateness.
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