Effect of Form-Focused Pragmatic Instruction on Sustainable Development of Pragmatic Comprehension: A Conceptual Framework

Vahid Rafieyan

International Journal of Learning and Development, 2015, vol. 5, issue 4, 24-39

Abstract: Optimal comprehension of pragmatically implied meaning of written and spoken target language expressions is best attained when language learners learn the pragmatic rules conditioning target language use. Developing language learners¡¯ target language pragmatic knowledge, accordingly, requires directing their attention and awareness toward noticing the pragmatic rules of the target language. To develop a conceptual framework for the effect of awareness-raising instruction on developing pragmatic comprehension ability and sustaining the obtained knowledge, the current review paper provided a detailed elaboration on the underpinning theories and variables involved in awareness-raising instruction and pragmatic comprehension ability. The theories and variables elaborated include relevance theory, noticing hypothesis, and form-focused instruction. The interaction and relationship between these theories and variables formed the conceptual framework of the current review paper.

Date: 2015
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