The role of instruction in the development of EFL learners’ pragmatic competence
The Asian Journal of Applied Linguistics. Volume 3. Issue 2. October 2016


explicit instruction
refusal speech act
pragmatic development

How to Cite

Gharibeh Gharibeh, S., Mirzaee, M., & Yaghoubi-Notash, M. (2016). The role of instruction in the development of EFL learners’ pragmatic competence. The Asian Journal of Applied Linguistics, 3(2), 173–184. Retrieved from


This paper reports on a study which examined the efficacy of explicit instruction at the pragmatic level. Specifically, the main purpose of the study was to investigate the effect of explicit instruction on EFL learners’ development of refusal-related speech acts. A total of 104 EFL learners participated in this study and were assigned to two groups (explicit and control). The explicit group received direct instruction, explanatory handouts, role play, and metapragmatic explanation on the use of appropriate refusals. The control group received none of these. Findings indicated that the explicit group outperformed the control group.


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