Investigation the Effect of Colloconstructural Corpus-based Instruction on Pragmalinquistic Knowledge of Request Speech Act: Evidence from Iranian EFL Students

Batoul Sabzalipour, Mansour Koosha, Akbar Afghari


The current study investigated the effect of using colloconstructional corpus-based instruction on enhancing the pragmalinguistic knowledge of speech acts of request among intermediate EFL learners. The fundamental idea was that whether providing students with on-line corpora through using colloconstruction had any effects on enhancing their pragmalinguistic knowledge of request speech act. In such doing, 60 intermediate-level subjects from several institutions in Mazandaran province, in Iran, participated in the study. Then, the subjects took a standard Oxford Placement Test (OPT) to demonstrate their English proficiency. Based on the obtained scores, they were randomly administered as two equal groups (N=30). A WDCT pre- test was conducted in each group to examine their ability and knowledge in using speech acts of request.  After 15 sessions of treatment, a WDCT posttest was conducted. The experimental group received corpus-based instruction through colloconstructional practices. In contrast, the control group only practiced learning the same speech act through traditional and old methods of learning speech acts like textbooks, audios and videos. The data were analyzed using paired and independent sample t- test. To boost the results validity, the researcher used observation and interview, too. The results revealed that speech act learning was enhanced by corpus-based instruction. Some theoretical and pedagogical implications of the study were then presented. 


Colloconstruction, Corpus-Based Instruction, Speech Acts, WDCT

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