Akademik Veri Yönetim Sistemi
TESOL Communications, cilt.2, sa.1, ss.27-45, 2023 (Hakemli Dergi)
The present study attempts to investigate the relative efficacy of explicit and implicit
form-focused instruction (FFI) on the performance of some basic speech acts in English,
namely responding to advice, making suggestions, complaints, requests and offers, by
Turkish EFL learners. A total of 71 elementary-level adult Turkish EFL learners
participated in the present study. The participants were randomly assigned to implicit
FFI group, explicit FFI group and a control group. The experimental groups received
pragmatics instruction for four weeks. Data were collected by using a written Discourse
Completion Task (DCT), which consists of 15 situations that the participants were asked
to respond to. The results showed that learners who received either type of instruction
improved in the post-test over the pre-test. Results also showed that when performing in
the post-test, the explicit group significantly outperformed the implicit group. These
results indicate that although both types of instruction proved effective in developing
learners’ pragmatic performance, explicit instruction tended to produce a larger
magnitude of effects. These findings are discussed, and implications for classroom
practices and suggestions for future research are provided in the end.