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Article

Open Access

The Effect of Conversational Implicature Instruction on Developing TEFL Students’ Pragmatic Competence and Language Proficiency

Author(s)

Ahmed M. M. Abdelhafez

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DOI:10.17265/2161-623X/2016.08.001

Affiliation(s)

Minia University, Minia, Egypt

ABSTRACT

The current study aimed at investigating the effect of training undergraduate teaching English as a foreign language (TEFL) students in interpreting conversational implicatures on developing their pragmatic competence and language proficiency. The instruments of the study included a test of pragmatic competence and a test of language proficiency. The findings of the study revealed the effect of explicit instruction in conversational implicatures on developing TEFL students’ pragmatic competence and language proficiency. The findings also revealed a significant positive correlation at the level of 0.730 between the participants’ pragmatic competence and language proficiency. The findings were discussed in light of previous literature and contextual factors and implications for English as foreign language (EFL) classroom pedagogy were highlighted.

KEYWORDS

conversational implicature, teaching English as a foreign language (TEFL) students, pragmatic competence, language proficiency, pedagogical implications

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