چکیده:
Mainstream L2 pragmatic research has shown that pragmatic fossilization is quite
common among L2 learners at almost all levels of proficiency. This study examined
the defossilizing effect of corpus-driven activities on 10 situationally-based
pragmatic routines under two instructional conditions, i.e. input-based and outputbased
treatments. Participants were 33 advanced EFL learners in two classes in a
private English language center. They received instruction in four sessions across
two weeks. Before and after the treatment, a WDCT was administered for pretest
and posttest purposes. The results of paired-samples and Independent Samples ttests
showed that input-enhancement and output-based instructions were effective in
defossilization pragmatic routines which had a strong fossilization tendency among
learners. Both treatment tasks led to significant increases in learners‟ comprehension
and production of the routines. The output-based group; however, significantly
outperformed the input-based group in the production of the routines. The findings
indicate that pragmatic instruction can debilitate the fossilization tendencies of
pragmatic routines and that different instructional tasks have differential effects on
the production and comprehension of pragmatic routines. The pedagogical
implication of this study is that a combination of instructionally supported corpusbased
tasks would be effective for enhancing EFL learners‟ ability to comprehend
and use routines appropriately in context.
خلاصه ماشینی:
The results of paired-samples and Independent Samples t-tests showed that input-enhancement and output-based instructions were effective in defossilization pragmatic routines which had a strong fossilization tendency among learners.
In another corpus-based study, Bardovi-Harlig, Mossman, and Su (2017) compared the effect of using direct corpus searches by learners and studying teacher-developed corpus-based materials on the acquisition of pragmatic routines used for agreement, disagreement, and clarification in academic English discussion in four 50-minute lessons across two to three weeks.
To select this group of participants, henceforth called “fossilized advanced learners”, a written discourse completion test (WDCT) which evaluated learners‟ ability to employ appropriate pragmatic routines in response to 20 situations was administered to 93 advanced learners who were studying English in a private language institute.
Data Collection The main purpose of the present study was to explore the potential effectiveness of two corpus-based instructional approaches to the defossilization of 10 pragmatic routines which showed strong fossilization tendencies.
2. Discussion This study compared the effect of using corpus-driven input-based and output-based instruction on the defossilization of the pragmatic routines which exhibited a strong fossilization tendency among adult Iranian EFL learners.
5. Conclusion and Implications The results suggested that learners in both output-based and input-based groups benefited from the instruction of the pragmatic routines which had exhibited a tendency for fossilization.
Also, the present study aimed to examine the effect of corpus-driven input-based and output-based instruction on defossilizing pragmatic routines among young adults, aged between 18-35.