Author/Authors :
Nahavandi Zadeh، Nikfam نويسنده Department of English, Science and Research Branch, Islamic Azad University, Khouzestan, Iran , , Gorjian، Bahman نويسنده Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran , , Pazhakh، Abdolreza نويسنده Department of English, Dezful Branch, Islamic Azad University, Dezful, Iran ,
Abstract :
The purpose of this study was to investigate the effectiveness of pragmatic functions instruction on Iranian high school English as foreign language (EFL) learnersʹ writing proficiency. For the purpose of this study, 60 Iranian female learners studying at the first grade of high school in Dezfool were selected through simple random sampling procedure. The results of the proficiency test revealed that the groups were homogeneous. Then they were divided into experimental and control groups. The control group was taught based on usual and traditional methods of writing instruction, and the experimental group received treatment based on pragmatic function instruction in writing one- paragraph essays. The achievement of writing on pragmatic functions was assessed based on a pre- and post-test method. The Pre-test included 30 items, focusing on pragmatic functions proposed by Halliday (1985). The pre-test was performed before the treatment period to make the researcher sure that the groups are homogeneous on pragmatic function knowledge in writing essays. Having administered the treatment, the participants took the post-test on pragmatic functions consisting of 30 multiple-choice items related to pragmatic functions acquired during the treatment. Then, the results revealed that there was a significant difference between the mean scores of the participants in the control and experimental groups (p < 0.05). Thus, the students who received explicit pragmatics instruction focusing on language pragmatic functions in writing essay performed better on the post-test than those who did not.
