Raising Algerian EFL learner's cross cultural pragmatic awareness though explicit instruction

Abstract EN

The benefits of instruction on learner's production and awareness of speech acts is well documented.

however, few studies examine the influence that instruction may have on the cognitive processes involved in the speech act production.

in order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness.

this paper reports on the benefits of instruction on learner's attention and awareness during the performance of apologies and compliments.

thus, based on a pedagogical proposal for teaching apologies and compliments at a discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of apologies and compliments.

the aim of this study was to explore similarities and differences of apologies and compliment speech acts before and after the implementation of language learning activities aimed at raising awareness and building knowledge of pragmatic aspects of language use.

in other words, the aim was to identify the effects of explicit formal instruction to the appropriate usage of compliments and apologies speech acts.