The intersection of pragmatics and applied linguistics in teaching speech acts: Apologies perspective
Abstract
This study dealt with the implication of the pragmatics research to EFL teaching. The study explored the effect of implicit teaching of apology speech act by native English speakers in elementary, intermediate and advanced EFL classrooms during eight successive weeks. The Discourse Completion Test (DCT) taken from Tunçel (1999) with reliability of 75% was used as pre-test, and the DCT taken from Bataineh (2006) was used as post-test. The results of the data analysis revealed that learners’ use of apology speech act improved. We also observed that intermediate and advance level EFL learners make different use of apology strategies depending on the situation.
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