THE IMPACT OF PRAGMATIC AWARENESS TECHNIQUES ON EFL LEARNER'S REAL LIFE USE OF L2

It is broadly acknowledged that teaching and learning languages involve not only grammatical or lexical systems but also the other aspects of language that are invisible, as they are often the most difficult to teach. The aim of this study is to find out whether explicit and implicit instructions of compliment will be effective in helping Iranian EFL learners gain pragmatic knowledge and achieve pragmatic appropriateness in on-line communication. Participants in this study are randomly distributed into a control group(N= 30) and an experimental group(N= 30). Compliment and compliment response were taught to the two groups in explicit and implicit ways. A pre-test and a post-test were given before and after the treatment to measure the participants 'pragmatics' competence in compliment knowledge The data needed for this study were collected from classes in Pardis cultural & educational institute in Chalus male=20, female=30). An OPT (OXFORD PLACEMENT TEST) was administered to them in order to homogenize them. written discourse completion test (WDCT) is used in order to take advantage of triangulation by contrasting data. The results showed that the explicit group showed greater progress than implicit group.