Abstract
Optimal comprehension of pragmatically implied meaning of written and spoken target language expressions is best attained when language learners learn the pragmatic rules conditioning target language use. Developing language learners’ target language pragmatic knowledge, accordingly, requires directing their attention and awareness toward noticing the pragmatic rules of the target language. To develop a conceptual framework for the effect of awareness-raising instruction on developing pragmatic comprehension ability and sustaining the obtained knowledge, the current review paper provided a detailed elaboration on the underpinning theories and variables involved in awareness-raising instruction and pragmatic comprehension ability. The theories and variables elaborated include relevance theory, noticing hypothesis, and form-focused instruction. The interaction and relationship between these theories and variables formed the conceptual framework of the current review paper.
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