Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis

Pragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction.

Presents a thorough analysis of the pragmatic instruction and its effectiveness during the last two decades Provides a comprehensive description of the moderator variables such as age, gender, and treatment types Offers suggestions for researchers interested in doing similar research

Autorentext

Ali Derakhshan is an Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He gained his MA in TEFL from the University of Tehran and his PhD in Applied Linguistics from Allameh Tabataba'i University. He was selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. He has been a member of the Iranian Elites Foundation since 2015. He has published in both accredited international journals (Review of Educational Research, Computers and Education, Language Teaching Research, System, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, Current Psychology, Asia Pacific Education Researcher, Educational Studies, Frontiers in Psychology, etc.) and various local journals. His research interests are positive psychology, teacher education, learner individual differences, and cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication.

Inhalt

1. Overview of Theoretical Frameworks.- 2. Empirical Background.- 3. Design of the Study.- 4. Results.- 5. Conclusions, Pedagogical Implications, and Directions for Future Research.