Investigating the Effect of Metalinguistic Feedback in L2 Pragmatic Instruction

Abstract

The present study investigates the relative effectiveness of two types two types of instructions, consciousness-raising instruction (C-R) and consciousness-raising instruction with feedback (C-R F) for teaching English requestive downgrades forms. The study was conducted by 3 intact classes randomly assigned as control group, C-R treatment group, and C-R F treatment group. For this purposes forty five homogenous students took part in this study. They were at intermediate level, and all were male. The result of participants’ performance on pre-test, post-test, and follow-up test indicated that two treatment groups outperformed control group, and C-R F group performed better than C-R group. The results confirmed the benefits of L2 pragmatic instruction in EFL context.