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The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development
International Journal of Society, Culture and Language
The most compelling evidence that instruction in L2pragmatics is necessary comes from learners whoselanguage proficiency is advanced but their communicative actsfrequently contain pragmatic errors. The current studyevaluated the impact of explicit instruction on EFL learner'sawareness and production of three speech acts of request,apology, and complaint. It also probed whether learners'language proficiency plays any role in incorporatingpragmatic instruction into the L2 classroom. Thedoaj:048b9f56931c473c94d5f8e256239be0 fatcat:vzkau7fxv5ep7m4msga4nunpra