Abstract
Research in the field of interlanguage pragmatics has highlighted the benefits of implementing instructional treatments in formal learning contexts. On this account, and in an attempt to meet Kasper and Roever's (2005) claims regarding the need to investigate the teachability of different pragmatic aspects, this study focuses on the role of instruction on learners’ use of complaining-apologising formulas in the foreign language setting. Results show the positive effects of engaging learners in the instructional process and an increase in the variety of both complaint and apology strategies in different contrasting scenarios. Finally, ideas for further research are provided.
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