The Effect of Integrating Pragmatic Features of Conversational Implicatures in Grammar Teaching on Indonesian University EFL Learners

Sutisno Adam, Sartika Putri Sailuddin

Abstract


One of the challenges that language teachers face is developing the language competence of Foreign Language learners so that they can use language correctly and appropriately in a variety of social contexts. This study aims to observe whether there is an effect of pragmatic instruction in EFL classroom to learners’ grammatical and pragmatic competence. The data collected were from year 2 English students by using grammatical and pragmatic pre-tests and post-test for students to answer. Students were divided into two groups of the treatment group which receive pragmatic instructions of implied meanings and the control group which received regular teaching. Students’ answers in the tests were analysed quantitatively to obtain the mean score and further will be compared. The results show that: 1) students perform low on both aspects in both pretest and posttest (m1.1=3.63, m1.2=4.83, m2.1=4.27, and m2.2=3.47), 2) there is a moderate positive effect of pragmatic instruction on students’ grammatical competence (t(60)=-3.73, p=0.000), and 3) there’s no effect of pragmatic instruction on students’ pragmatic competence (t(65)=1.73, p=0.089). This finding indicates the role that explicit pragmatic instruction may play in boosting EFL learners’ grammatical development, along with the extensive grammar learning that learners received. It suggests the need EFL curricula revision through incorporating pragmatic features in grammatical subjects. In this way, grammar learning can be improved, and pragmatic teaching model can also be created.

Keywords


Pragmatic competence; Grammatical competence; Conversational implicatures; Teaching grammar;

Full Text:

FULL PDF

References


Abdulrahman, N. C., & Ayyash, E. A. S. A. (2019). Linguistic competence, communicative competence, and interactional competence. Journal of Advances in Linguistics, 10(1), 1600-1616.

Adam, S., & Sailuddin, S. P. (2023). Correlation between Grammatical and Pragmatic Competences among Indonesian University EFL Learners. ELS Journal on Interdisciplinary Studies in Humanities, 6(3), 612-620. https://doi.org/10.34050/elsjish.v6i3.30764

Alkawaz, A., Afrouz, M., Nejadansari, D., & Dabaghi, A. (2023). The effect of explicit pragmatic instruction on EFL students' production of speech acts: pragmalinguistic vs. Sociopragmatic errors in focus. Journal of English Language Teaching and Learning, 15(31), 1-17.

Alshraah, S. M., Harun, H., & Kariem, A. I. A. (2023). Pragmalinguistic competence of directness request level: A case of Saudi EFL learners. International Journal of Society, Culture & Language, 11(3), 56-71.

Bataineh, R.F., Al-Qeyam, F., & Smadi, O. (2017). Does form-focused instruction really make a difference? Potential effectiveness in Jordanian EFL learners‟ linguistic and pragmatic knowledge acquisition. Asian-Pacific Journal of Second and Foreign Language Education, 2(17), 1-11.

Bataineh, R. F., Salman, F. A., ALRoumi, H. J., Al Jawarneh, R. S. B., Shkour, A. G., Okour, S. A., & Al-Jamal, D. A. (2023). Negative Politeness Strategies in Jordanian EFL Textbook Dialogs. Journal of Ethnic and Cultural Studies, 10(5), 136-146.

Benadel, I., & Beghdadi, A. (2021). The Impact of Integrating Pragmatics Instruction in Grammar Teaching on EFL learners’ Use of Tenses. Revue Dirassat, 12(1), 3-24.

Blome‐Tillmann, M. (2013). Conversational implicatures (and how to spot them). Philosophy Compass, 8(2), 170-185.

Boos, D. D., Duan, K., & Liu, X. (2023). Pairwise comparisons for Levene-style variability parameters. Communications in Statistics-Simulation and Computation, 52(4), 1562-1576.

Chen, M. H., Ye, S. X., He, J., & Yao, D. D. (2022). The Effect of Pragmatic Instruction on Developing Learners‟ Use of Request Modifiers in the EFL Context. World Journal of English Language, 12(8).

Civelek, M., & Karatepe, Ç. (2021). The impact of student-paced pragmatics instruction through Nearpod on EFL learners’ request performance. Advances in Language and Literary Studies, 12(6), 67-78.

Glaser, K. (2014). Inductive or deductive?: The impact of method of instruction on the acquisition of pragmatic competence in EFL. Cambridge scholars publishing.

Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica. An International Journal of Applied Linguistics, 45(2), 119-131.

Kentmen, H., Debreli, E., & Yavuz, M. A. (2023). Assessing tertiary Turkish EFL learners’ pragmatic competence regarding speech acts and conversational implicatures. Sustainability, 15(4), 3800.

Laughlin, V. T., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations. ETS Research Report Series, 2015(1), 1-43.

Li, S., & Taguchi, N. (2014). The effects of practice modality on pragmatic development in L2 Chinese. The Modern Language Journal, 98(3), 794-812.

Lin, M. F., & Wang, Y. F. (2022). Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes. International Review of Applied Linguistics in Language Teaching, 60(3), 759-797.

Martí-Arnándiz, O. (2008). Grammatical and pragmatic competence in EFL contexts: Do they really go hand in hand? In: E. Alcón-Soler (ed.), Learning how to request in an instructed language learning context (pp. 163–189). Bern: Peter Lang.

Nguyen, M. T. T., Pham, H. T., & Pham, T. M. (2017). The effects of input enhancement and recasts on the development of second language pragmatic competence. Innovation in Language learning and Teaching, 11(1), 45-67.

Pfingsthorn, J. / Flöck, I. (2017). Die Bemessung pragmatischer Sprachbewusstheit: Precision und recall im metalinguistischen Beurteilungstest. Paper presented at the 27th Conference of the DGFF [German Association for Foreign Language Research], Jena, Germany.

Rajabia, S., Azizifara, A., & Gowhary, H. (2015). The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Procedia-Social and Behavioral Sciences, 199, 231-239.

Rose, M. (2012). Grammar in the real world: Enhancing grammar lessons with pragmatics. Hispania, 670-680.

Sickinger, P., & Schneider, K. P. (2014). Pragmatic competence and the CEFR: Pragmatic profiling as a link between theory and language use. Linguistica, 54(1), 113-127.

Toprak, T., & Aksoyalp, Y.(2015). The Question of Re-Presentation In EFL Course Books: Are Learners of English Taught about New Zealand, 91-104.

Tulgar, A. T. (2016). The role of pragmatic competence in foreign language education. Turkish Online Journal of English Language Teaching, 1(1), 10-19.

Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production: Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270-287.

Zeff, B. B. (2016). The Pragmatics of Greetings: Teaching Speech Acts in the EFL Classroom. In English teaching forum (Vol. 54, No. 1, pp. 2-11). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.

Ziashahabi, S., Jabbari, A. A., & Razmi, M. H. (2020). The effect of interventionist instructions of English conversational implicatures on Iranian EFL intermediate level learners’ pragmatic competence development. Cogent Education, 7(1), 1840008.




DOI: https://doi.org/10.33394/jollt.v13i1.12737

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Sutisno Adam, Sartika Putri Sailuddin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.