Production of pragmatic routines by Algerian EFL learners: The effect of corpus-based instruction

Abstract

The study investigates the effect of corpus-based L2 pragmatics instruction on the production of pragmatic routines by Algerian EFL learners. The sample consisted of 60 Algerian EFL learners from the University of Mohammed e-Seddik Ben Yahia, divided equally into an experimental group and a control group. The experimental group received extensive instructional intervention on the meaning and functions of pragmatic routines, while the control group received no instruction. A pre-test/post-test design was used, and a written discourse completion task (WDCT) with ten scenarios was adapted from Roever (2005) and Bardovi-Harlig (2008, 2009). The results of the pre-test show that Algerian EFL learners have a limited range of pragmatic routines. However, the results of the post-test reveal that corpus-based instruction is effective in enhancing the production of pragmatic routines. These findings have significant implications for teachers and syllabus designers, as they support the implementation of corpus-based instruction to improve the production of pragmatic routines by EFL learners.