Investigating the Impact of Explicit and Implicit Instruction on Pragmatic Awareness and Production in Non-Native Learners: A Quasi-Experimental Research

A crucial part of language competency is understanding social interactions to extract pertinent semantic cues in any expression's implied meaning besides grammatical and strategic competencies (Taguchi, 2011). Teaching of pragmatics is around 40 year older concept (Chen, 2011) while it is teachable (Bardovi,1999). The purpose of any language is communication (Locke, 1975) and avoiding face-threatening responses. Penelope (1987) elaborates on ways that are used to develop positive social interaction. Politeness theory is based on the concept of "face," which refers to a person's sense of self-esteem. Penelope’s (1987) “Politeness Theory” has been used in this study as a guiding theoretical framework. A mixed method approach has been adopted for getting real insight into the matter as the development of pragmatics. The study aims to find out the better way of teaching pragmatics and the impact of implicit and explicit teaching on the pragmatic production and awareness of communicative competence (Glaser, 2009).