The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

6 pages•Published: February 23, 2017

Alicia Martínez-Flor and Esther Usó-Juan

Abstract

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

Keyphrases: complaints, foreign language settings, interlanguage pragmatics, long term instructional effects, semantic formulas

In: Chelo Vargas-Sierra (editor). Professional and Academic Discourse: an Interdisciplinary Perspective, vol 2, pages 69-74.

Links:	https://easychair.org/publications/paper/tWJ
	https://doi.org/10.29007/5xsb

BibTeX entry

@inproceedings{AESLA2016:Long_term_Effects_Instruction,
  author    = {Alicia Martínez-Flor and Esther Usó-Juan},
  title     = {The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas},
  booktitle = {Professional and Academic Discourse: an Interdisciplinary Perspective},
  editor    = {Chelo Vargas-Sierra},
  series    = {EPiC Series in Language and Linguistics},
  volume    = {2},
  publisher = {EasyChair},
  bibsource = {EasyChair, https://easychair.org},
  issn      = {2398-5283},
  url       = {/publications/paper/tWJ},
  doi       = {10.29007/5xsb},
  pages     = {69-74},
  year      = {2017}}

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