The Effect of Interventionist Instructions of English Conversational Implicatures on Iranian EFL Intermediate Level Learners’ Pragmatic Competence Development

Abstract

Over recent years, pragmatic knowledge has been a major area of interest within the field of second language acquisition. Despite this, most studies available in the literature have only focused on testing and analyzing L2 learners’ knowledge of speech acts such as request and suggestion structures. However, pragmatic competence stretches beyond these structures to encompass more significant issues including conversational implicatures, a key element in interactional conversations. This paper seeks to remedy the problem by analyzing the effects of explicit vs. implicit instructions of implicatures on developing intermediate EFL learners’ pragmatic competence in a pre-test, post-test, and delayed-post-test equivalent-groups research design. The participants were 63 intermediate EFL learners randomly assigned into two experimental groups and a control group. The first experimental group received explicit instructions on conversational implicatures and the second one received implicit instructions. The results revealed that the explicit group outperformed the implicit group. Accordingly, explicit instruction had priority over implicit instruction leading to a significant increase in learners’ pragmatic competence development. The results also indicated that explicitly instructed materials enjoyed significantly greater chances of retention after a one-week delay.