Abstract
Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment focusing on both pragmalinguistic and sociopragmatic components of pragmatic ability was tested. Seven students from the Language Instruction for Newcomers to Canada (LINC) program participated in four lessons involving pre-, post- and delayed post-test measures. During the treatment, the students were exposed to target formulas from four interaction contexts. A qualitative utterance analysis was conducted to determine how pragmalinguistic and sociopragmatic abilities of the students evolved after the teaching intervention. Additionally, three expert judges evaluated students’ pragmatic performance. The results indicate that improvements in both pragmalinguistic and sociopragmatic abilities of the students were associated with the use of target-like formulas in their speech acts.
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