Despite the evidenced significance of pragmatic learning strategies (PLSs) for L2 pragmatic performance, research into their instruction is extremely rare. This study explored the effects of two explicit pragmatic learning strategies-based instruction (PLSBI) approaches, namely separate and integrated, on the speech act (request and apology) production and PLSs’ use of 90 intermediate EFL learners in three 30-member convenience sampled groups: explicit separate PLSBI, explicit integrated PLSBI, and control (ESG, EIG, and CG, respectively). As an intensive PLS-focused course, separate PLSBI involved explicit PLSs’ explanation and teacher modelling, followed by presentation of speech act-containing video vignettes and pair predicting tasks for strategic practice. In contrast, integrated PLSBI involved presentation of the same video vignettes, and predicting task performance mediated by explicit PLSs’ explanation and teacher modelling. Both conditions targeted 20 PLSs (11 explicit and 9 implicit) in 10 40-minute sessions. CG, however, did not receive any targeted pragmatics instruction, and was just exposed to the video vignettes as speech act input. Speech act production was measured a 16-item written discourse completion test (WDCT) for apology and request production and pragmatic learning strategy inventory (PRALSI) for PLSs’ use. The results of one-way ANCOVA and MANCOVA demonstrated significant effects of both PLSBI approaches on WDCT and PRALSI scores, with EIG surpassing ESG. These findings substantiate the effectiveness of explicit PLSBI, especially the integrated approach, for pragmatic performance, and highlight the critical role of PLSBI in promoting autonomous interlanguage pragmatic development in EFL contexts.

واژه‌های کلیدی: pragmatic learning strategies (PLSs)، pragmatic learning strategies-based instruction (PLSBI)، integrated PLSBI، separate PLSBI، speech act production

     

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