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Direct linkAlmalki, Ziad; Jones, Christian – Language Learning Journal, 2022
There have been a number of studies on the use of complaints as a speech act. The majority of these studies have included analysis of how different first language speakers make complaints while only a limited number of studies have examined the effects of instruction on the development of complaints as a speech act. Those that have examined this…
Descriptors: Speech Acts, English (Second Language), Second Language Learning, Second Language Instruction
Sepehrinia, Sajjad; Nemati, Majid; Khomijani Farahani, Ali Akbar – Language Learning Journal, 2019
Among focus-on-form studies, oral corrective feedback (CF) has probably received the greatest attention. The majority of studies in this area appear to support a positive role for oral CF in improving interlanguage development. However, theorists adopting a nativist view of second language acquisition continue to question its effectiveness. The…
Descriptors: Oral Language, Interlanguage, Syntax, Error Correction
Morkus, Nader – Language Learning Journal, 2021
This study investigated the relationship between language proficiency and negative pragmatic transfer from a first language (L1), focusing on the speech act of refusal as realised by American learners of Arabic as a Foreign Language (AFL) in Egyptian Arabic. Twenty American AFL learners (10 intermediate and 10 advanced) and 2 baseline groups (10…
Descriptors: Transfer of Training, Semitic Languages, Second Language Learning, Second Language Instruction
Shirinbakhsh, Salva; Rasekh, Abbass Eslami; Tavakoli, Mansoor – Language Learning Journal, 2018
Recent findings in the field of pragmatics have revealed that pragmatic accuracy (knowledge) and pragmatic speed (processing ability) function as two distinct and non-parallel components of pragmatic competence. Anderson's adaptive control of thought--rational (ACT-R) model, which emphasises the development of skill through repeated practice,…
Descriptors: Pragmatics, English (Second Language), Second Language Learning, Second Language Instruction
Ghavamnia, M.; Eslami-Rasekh, A.; Vahid Dastjerdi, H. – Language Learning Journal, 2018
This study investigates the relative effectiveness of four types of input-enhanced instruction on the development of Iranian EFL learners' production of pragmatically appropriate and grammatically accurate suggestions. Over a 16-week course, input delivered through video clips was enhanced differently in four intact classes: (1) metapragmatic…
Descriptors: Linguistic Input, Comparative Analysis, Control Groups, Pretests Posttests
Han, Zhao-Hong; Kim, Ji Hyun – Language Learning Journal, 2008
Teachers, in particular those who operate in communicatively oriented classrooms, frequently use recasts (i.e. reformulations) when interacting with students. Research has nevertheless shown that, as a corrective feedback strategy, recasts are the least effective, particularly in terms of helping students to recover from grammatical errors. One…
Descriptors: Feedback (Response), Grammar, Error Correction, Communicative Competence (Languages)
