The effect of FonFs explicit pragmatic instruction on EFL learners’ L2 pragmatic development: Requesting
Keywords:
Interlanguage pragmatic, FonFs explicit pragmatic instruction, RequestingAbstract
Nowadays, apart from developing the four skills in English language instruction, researchers in language realms have also been interested in the development of second language pragmatics (L2 pragmatics) or interlanguage pragmatics (ILP). Therefore, the present study aimed to examine the effects of FonFs explicit pragmatic instruction on the development of Thai EFL learners’ Interlanguage Pragmatics (ILP) in the speech act of requesting. Research instruments included six role-play situations, the multiple-choice grammar test, and an attitude questionnaire. The participants of the study were ten Business English major students in
a university. The statistics used in this study consisted of a Wilcoxon Signed-Rank test, as well as frequency, percentage, mean, and standard deviation. The results revealed that FonFs explicit pragmatic instruction could improve EFL learners’L2 pragmatics. In addition, the participants had positive attitudes towards FonFs explicit pragmatic instruction. The suggestion from the results of the study recommends that teaching interlanguage pragmatics should include both related grammatical features and pragmatic features.
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