Speaker
Abstract section 1: Relevance
Conventional expressions play a crucial role in pragmatic fluency and nativelike language use, yet they remain difficult to acquire even for advanced second language learners (Bardovi-Harlig, 2009; Bardovi-Harlig & Vellenga, 2012). While study-abroad contexts facilitate pragmatic development, many EFL learners lack access to naturalistic input (Roever, 2012). Consequently, classroom-based pragmatic instruction has gained attention. However, there is no consensus regarding the relative effectiveness of Focus on Form and Focus on Forms approaches in teaching pragmatics (Bu, 2012; Nguyen et al., 2012). This study contributes empirical evidence to this ongoing debate.
Abstract section 3: Content/method
Using an experimental design, 45 advanced Iranian EFL undergraduates were assigned to a Focus on Form group, a Focus on Forms group, or a control group. Instruction was delivered over eight sessions. Data were collected through an oral discourse completion task (Bardovi-Harlig, 2009) and rated by native speakers. Group performances were compared using ANOVA.
Abstract section 5: References
Bardovi-Harlig, K. (2009). Conventional expressions as a pragmalinguistic resource. Language Learning, 59, 755–795.
Bardovi-Harlig, K., & Vellenga, H. (2012). The effect of instruction on conventional expressions in L2 pragmatics. System, 40, 77–89.
Bu, J. (2012). A study of pragmatic instruction on EFL learners’ use of conventional expressions. Journal of Pragmatics, 44, 206–218.
Nguyen, M. T. T., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction. Journal of Pragmatics, 44, 416–434.
Roever, C. (2012). What learners get for free: Learning of routine formulae. Language Teaching Research, 16, 65–85.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press.
Abstract section 4: Outcomes/results
Results showed that learners receiving pragmatic instruction significantly outperformed the control group in producing appropriate conventional expressions. However, no statistically significant difference was found between the Focus on Form and Focus on Forms groups. These findings suggest that awareness-raising through pragmatic instruction—regardless of instructional type—facilitates learners’ noticing and use of conventional expressions, supporting the noticing hypothesis (Schmidt, 1990, 2001). The study underscores the necessity of incorporating pragmatic instruction into EFL curricula.
Abstract section 2: Contribution/research questions
This research presentation addresses the following questions:
1. Does form-focused pragmatic instruction improve EFL learners’ ability to produce conventional expressions?
2. Is there a significant difference between Focus on Form and Focus on Forms instruction in developing learners’ pragmatic production of conventional expressions?
| Title | Form-Focused Instruction and Conventional Expressions in EFL |
|---|---|
| Teaching Context | College and university education |