Although a key component in English language teaching programs, textbooks have been criticized for not offering classroom learners adequate opportunity learning authentic (Bardovi-Harlig, 2001; Grant and Starks, Wong, 2002; Vellenga, 2004). This is because instead of making use samples that native speakers actually produce, many drawn on speakers’ intuition about use, which might always be reliable (Wolfson, 1989a). article reports the finding study aims to analyze evaluate pragmatic content...

In response to the calls incorporate changing sociolinguistic reality of English in classroom practices, textbooks can serve as a powerful tool for equipping learners with knowledge world Englishes and intercultural communication skills. This article explores extent which set locally produced Vietnam have oriented towards an international language (EIL)-informed pedagogy prepared students use communication. The findings indicate that despite fact may involve broad spectrum global users,...

As email requests from students to professors have become increasingly common in academic settings, research has also shown second-language (L2) students' unfamiliarity with etiquette L2 adversely affected their communication professors. The present study examines whether giving corrective feedback on performance during pragmatics-focused activities leads subsequent improvement producing and recognising pragmatically appropriate the above context. Two intact classes of Vietnamese EFL...

Criticizing has been a rather under-represented speech act in interlanguage pragmatics (ILP) literature. Native speakers (NSs) find this challenging, often needing to pre-plan how perform it (Murphy & Neu 1996). Thus, can be expected that second-language (L2) learners will also experience considerable difficulty. This paper reports study of the pragmatic strategies used by Vietnamese English as foreign language (EFL) when criticizing with view shedding light on properties under-researched...

Abstract Previous research has shown that learners of English might experience considerable difficulty when giving constructive criticism to peers in instructional settings. Unlike native speakers, they tend soften their far less frequently while aggravating it more often, and thus require pedagogical help this area. The present study examines whether meta-pragmatic instruction facilitates the learning linguistic resources for softening an instructed language-learning context. Fifty...

Abstract This article reports an eight-month investigation into the long-term impact of explicit instruction on learnability different aspects email requests by a group Vietnamese university students. Two intact classes were randomly assigned to treatment ( N = 13) and control conditions 19). Over four-week period, received six hours which comprised consciousness-raising, meta-pragmatic explanation, repeated output practice teacher feedback. The group, other hand, only followed usual...

This study examines requests in Vietnamese, a much under-researched language, with view to expanding the range of languages under inquiry. Open role-plays six scenarios differing social power and perceived imposition levels were used elicit from nine Vietnamese native speakers. Data analyzed reference categorization Blum-Kulka, House Kasper (1989) for level directness, choice request strategy use modification. The findings suggested that unlike some European reported literature, as language...

This study investigates the combined effects of input enhancement and recasts on a group Vietnamese EFL learners' performance constructive criticism during peer review activities. Particularly, attempts to find out whether instruction works for different aspects pragmatic learning, including sociopragmatic pragmalinguistic knowledge, as well their frequency externally internally modifying criticism. Over course lasting approximately seven instructional hours, learners received visually...

Abstract This study investigates effects of pragmatics-focused instruction using different types written corrective feedback (CF) on the development pragmatic competence Vietnamese learners English as a foreign language. Five intermediate-level groups who were learning syntactic downgraders for mitigating their email requests randomly assigned to either control or one four treatment conditions: + clarification requests, recasts, metapragmatic feedback, and explicit correction. The...

his study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence communication today’s technology-mediated world necessitates its inclusion second language classroom instruction. However, our analysis the books reveals inadequate attention to sociocultural aspects writing. also indicates limited opportunities for learners notice form-function-context connections, engage output practice, and reflect on their performance. These findings...

Abstract This study investigated the efficacy of different feedback conditions in developing accurate and fluent production L2 English email requests. Sixty-nine intermediate-level Vietnamese EFL university students were randomly assigned to one control three experimental groups. All four groups received hours explicit metapragmatic instruction on requests, but only written corrective their pragmatic production. One group without opportunity for revision. Another cycle revision, third two...

Abstract: Central to teacher professional development is learning, which situated in a classroom, school, or an informal social setting. Using ecological framework incorporates wide range of influences at multiple levels, including intrapersonal, interpersonal/ cultural, institutional, and physical environment, this research sets out explore the influence school context on teachers’ engagement learning activities. Data are collected through semi-structured open-ended interviews with six EFL...

The current study examines the role of instruction in developing L2 learners' ability to comprehend two types implicatures: indirect refusals and opinions. According Taguchi (2005 Taguchi, N. 2005. Comprehending implied meaning English as a foreign language. Modern Language Journal 89, no. 3: 543–562. doi:10.1111/j.1540-4781.2005.00329.x.[Crossref] , [Google Scholar]), these implicatures differ degrees conventionality involved producing them, hence requiring different processing effort on...

Data collection methods constitute a major area of concern in interlanguage pragmatics (ILP) research, since there is no easy way to collect the type data that relatively ‘naturalistic’ while at same time allowing for researcher control. Further, current ILP research also suffers from shortage studies making use self-report understand how L2 learners plan and execute their speech act behaviour. This article discusses advantages an innovative method devised collecting naturalistic on...