The Effects of Implicit vs. Explicit Instruction on Pragmatic Development: Teaching Polite Refusals in English

Abstract

The present study explores initially whether instruction may facilitate the L2 pragmatic development, and secondly, whether the type of instruction (implicit vs. explicit) given in a second language classroom context significantly affects learners’ pragmatic learning. In a pre-test/posttest design, including a delayed post-test, with a control group, this study aimed to teach polite refusals in American English to a group of 8th grade Turkish primary school students. Results from both qualitative and quantitative analysis indicate that although both implicit and explicit instruction help the pupils to learn polite refusals in English, implicit instruction has a significiantly better effect than explicit instruction. We can also infer from the results that instruction facilitates receptive knowledge more than productive knowledge. 

Keywords

• politeness,polite refusals,L2 pragmatic acquisition/learning,indirectness

The Effects of Implicit vs. Explicit Instruction on Pragmatic Development: Teaching Polite Refusals in English

Abstract

Bu çalışma ilk olarak eğitimin ikinci dile ilişkin edimbilimsel gelişim üzerinde kolaylaştırıcı etkisinin olup olmadığını, ikinci olarak ise, bir yabancı dil sınıfında kullanılan eğitim yönteminin (dolaylı ya da doğrudan) öğrencilerin edimbilimsel gelişimini anlamlı bir şekilde etkileyip etkilemediğini incelemektedir. Ön, son ve geciktirilmiş son test tasarımıyla gerçekleştirilmiş ve bir kontrol grup içeren bu çalışma, bir grup Türk ilköğretim okulu sekizinci sınıf öğrencisine Amerikan İngilizcesi’ndeki kibar geri çevirme stratejilerini öğretmeyi amaçlamaktadır. Nicel ve nitel analizlerden elde edilen sonuçlar, doğrudan ve dolaylı öğretimin her ikisinin de öğrencilerin İngilizce’deki kibar geri çevirme stratejilerini öğrenmelerine yardımcı olduğunu göstermekle beraber, doğrudan öğretimin dolaylı öğretime nispeten daha olumlu bir etkisinin olduğu hipotezini desteklemektedir. Sonuçlardan aynı zamanda eğitimin tanımsal bilgiyi, üretken bilgiden daha çok geliştirdiği yargısına da ulaşılabilir

Keywords

• kibarlık, kibar geri çevirme, ikinci dil edimbilimsel edinim/öğrenim, dolaylılık

References

1. Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In: K. Rose & G. Kasper (Eds.) , Pragmatics in language teaching (pp. 13-32). Cambridge: Cambridge University Press.
2. Barron, A. 2003. Acquisition in interlanguage pragmatics: learning how to do things. Philadelphia, PA, USA: John Benjamins Publishing Company.
3. Billmyer, K., 1990a. I really like your lifestyle: ESL learners learning how to compliment. Penn Working Papers in Educational Linguistics 6 (2), 31–
4. Billmyer, K., 1990b. I really like your lifestyle: ESL learners learning how to compliment. Penn Working Papers in Educational Linguistics 6, 31–48.
5. Bouton, L.F. (1994a). Can NNS skill in interpreting implicature in American
6. English be improved through explicit instruction? A pilot study. In: L. Bouton & Y. Kachru (Eds), Pragmatics and Language Learning Monograph Series, vol. 5. Division of English as an International Language (pp. 88-109). Urbana-Champaign, IL: University of Illinois. Bouton, L. F. (1994b). Conversational implicature in a second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22, 157-167.
7. Brown, P., & Levinson, S. 1978/1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
8. Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative Competence:

9. A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6, 5-35. Cheng, W. 2003. Intercultural Conversation: A Study of Hong Kong Chinese.
10. Philadelphia, PA, USA: John Benjamins Publishing Company. Fukuya, Y., & Clark, M. (2001). A comparison of input enhancement and explicit instruction of mitigators. In: L. Bouton (Ed.) , Pragmatics and Language
11. Learning, Monograph Series, vol. 10. Division of English as an International Language (pp. 111-130). Urbana-Champaign, IL: University of Illinois. Goffman, E. 1967. Interaction Ritual: Essays on Face-to-face Behavior. Garden City, NY: Anchor.
12. Holtgraves, T. (1998). Interpreting Indirect Replies. Cognitive Psychology, 37, 1-27.
13. Holtgraves, T. (2005). Social Psychology, Cognitive Psychology, and Linguistic
14. Politeness. Journal of Politeness Research. Language, Behaviour, Culture,1, 73-93. House, J. (1996). Developing pragmatic fluency in English as a foreign language:
15. Routines and metapragmatic awareness. Studies in Second Language Acquisition 18, 225-52. Kasper, G. (1997). Can pragmatic competence be taught? (NetWork #6) [HTML document]. Honolulu: University of Hawai'i, Second Language Teaching
16. & Curriculum Center. Retrieved October, 26, 2001, from www.nflrc.hawaii.edu/NetWorks/NW06.
17. Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-69.
18. Kasper, G. & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81-104.
19. Kasper, G., Rose, K.R. 2002. Pragmatic Development in a Second Language. Mahwah, NJ: Blackwell.
20. Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86, 332-348.
21. King, K. A., & Silver, R. E. (1993). "Sticking points": Effects of instruction on NNS refusal strategies. Working Papers in Educational Linguistics, 9, 47-82.
22. Kubota, M. (1995). Teachability of conversational implicature to Japanese EFL learners. IRLT Bulletin 9, 35–67.
23. Liddicoat, A., & Crozet, C. (2001). Acquiring French interactional norms through instruction. In: K. Rose, & G. Kasper. (Eds.) , Pragmatics in Language
24. Teaching (pp. 125-144). Cambridge: Cambridge University Press. Martı´nez-Flor, A., Fukuya, Y.J. (2005). The effects of instruction on learners production of appropriate and accurate suggestions. System 33 (3).
25. Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
26. Olshtain, E., & Cohen, A. (1990). The learning of complex speech act behavior.
27. TESL Canadan Journal, 7, 45-65. Rose, K., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In: K. Rose, & G. Kasper. (Eds.) , Pragmatics in
28. Language Teaching (pp. 145–170). Cambridge: Cambridge University Press. Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System 33, 385-399.
29. Safont, M. P. (2003). Instructional effects on the use of request acts modificatoin devices by EFL learners. In: A. Martı´nez-Flor, E. Uso´, & A.
30. Ferna´ndez. (Eds.) , Pragmatic Competence and Foreign Language Teaching (pp. 211-232). Spain: Servei de Publicacions de la Universitat Jaume I, Castello´n. Salazar, P. C. (2003). Pragmatic instruction in the EFL context. In: A. Martı´nez
31. Flor, E. Uso´, & A. Ferna´ndez. (Eds.) , Pragmatic Competence and Foreign Language Teaching (pp. 233-246). Spain: Servei de Publicacions de la Universitat Jaume I, Castello´n. Silva, A. J. B. (2003). The Effects Of Instruction On Pragmatic Development:
32. Teaching Polite Refusals in English. [PDF document]. University of Hawai'i, Working Papers in Second Language Studies, 22(1), Fall 2003, pp. 55-106. from http://www.hawaii.edu/sls/?link=working_papers.
33. Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In: In: K. Rose, & G. Kasper. (Eds.) , Pragmatics in
34. Language Teaching (pp. 171-199). Cambridge: Cambridge University Press. Tannen, D. (1985). Silence: anything but. In: D. Tannen, & Saville-Troike (Eds.),
35. Perspectives on Silence (pp. 93-112). Norwood, NJ: Ablex Publishing Corporation. Tateyama, Y. (2001). Explicit and implicit teaching of pragmatics routines: Japanese sumimasen. In: K. Rose, & G. Kasper. (Eds.) , Pragmatics in Language
36. Teaching (pp. 200-222). Cambridge: Cambridge University Press. Tateyama, Y., Kasper, G., Mui, L.P., Tay, H., Thananart, O. (1997). Explicit and implicit teaching of Japanese pragmatics routines. In: L. Bouton (Ed.),
37. Pragmatics and Language Learning, Monograph Series, vol. 8. Division of English as an International Language (pp. 163-178). Urbana- Champaign, IL: University of Illinois. Wildner-Bassett, M. 1984. Improving pragmatic aspects of learners' interlanguage:
38. A comparison of methodological approaches for teaching gambits to advanced adult learners of English in industry. Tubingen: Gunter Narr Verlag. Wildner-Bassett, M. (1986). Teaching and learning 'polite noises': Improving pragmatic aspects of advanced adult learners' interlanguage. In: G. Kasper
39. (Ed.), Learning, teaching, and communication in the foreign language classroom (pp. 163-177). Aarhus: Aarhus University Press. Wishnoff, J. (2000). Hedging your bets: L2 learners’ acquisition of pragmatic devices in academic writing and computer-mediated discourse [PDF document]. University of Hawai'i, Working Papers in Second Language
40. Studies, 19 (1), Fall 2000, pp. 119- 157. from http://www.hawaii.edu/sls/?link=working_papers APPENDIX A