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

Year 2009, Volume: 22 Issue: 2, 327 - 356, 01.08.2009

Eylem Ülbeği

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

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