Abstract
The present study evaluates the relative effectiveness of four types of input-based instruction: metapragmatic explanation (N=21), form-comparison (N=21), meaning-focused (N=28), and input enhancement (N=25) on the development of the participants’ production of pragmatically appropriate requests. The control group (N=15) did not receive any type of input-based instruction. Over a 16 week course, 110 Iranian undergraduate students majoring in English Translation received input-based instruction with the use of video clips. Treatment group performance was compared to that of a control group on pre-tests and post-tests which took the form of oral and written Discourse Completion Tests (DCTs). The results revealed that the treatment groups significantly improved in the post-test in comparison to the pre-test, outperforming the control group. The findings are discussed with implications for classroom practices and future research.
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