Description
Book SynopsisPragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction.
Table of ContentsOverview of Theoretical Frameworks
1.1 Introduction
1.2 Theoretical Underpinnings
1.2.1 Models of Communicative Competence and Pragmatics
1.2.2 Defining Pragmatics and Interlanguage Pragmatics
1.2.3 Theoretical Methods and Approaches
1.2.3.1 Cognitive Approaches in L2 Pragmatic Research
1.2.3.2 The Noticing Hypothesis
1.2.4 Speech Acts
1.2.5 Instructed Second Language Acquisition
1.2.6 Meta-Analysis
1.2.7 The Synopsis of the Book
2. 2. Empirical Background
2.1.1 Studies on L2 Pragmatics for the Speech Acts of Request, Apology, and Refusal
2.1.2 Meta- Analyses in L2 Pragmatics
2.2 Conclusion
- Design of the Study
3.1 Introduction
3.2 Aims and Research Questions
3.3 Research Design
3.4 Inclusion and Exclusion Criteria
3.5 Effect Size Calculation
3.6 Coding of Moderator Variables
3.7 Missing Data
3.8 Reliability
3.9 Publication Bias
3.10 Conclusion
- Results
4.1 Introduction
4.2 Overall Meta-Analysis Results of L2 Pragmatic Instrcution in an Iranian Context
4.3 Moderator Analyses
4.4 Discussion
4.4.1 RQ1: What is the Overall Effectiveness of L2 Pragmatic Instruction?
4.4.2 RQ2: Which Variables Moderate the Effectiveness of L2 Pragmatic Instruction?
4.5 Conclusion
- Conclusions, Pedagogical Implications, and Directions for Future Research
5.1 Conclusions
5.2 Limitations
5.3 Implications
5.4 Directions for Future Research
