en Pragmatic Tasks for EFL Instruction: Explicitness, Time and Proficiency Effects in the Iranian Context عمومى General پژوهشي Research <span style="font-size:11pt"><span style="background:white"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners&rsquo; appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3&times;2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. </span></span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br> <br> &nbsp; <span style="font-size:11pt"><span style="background:white"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners&rsquo; appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3&times;2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. </span></span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="background:white"><span style="line-height:normal"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Keywords:</span></span></span></b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br> &nbsp; explicit pragmatic instruction, language proficiency, implicit pragmatic instruction explicit pragmatic instruction, language proficiency, implicit pragmatic instruction 36 56 http://ijreeonline.com/browse.php?a_code=A-10-1277-1&slc_lang=en&sid=1 Armin Vali Armin Vali arminvaali96@gmail.com 10031947532846003747 10031947532846003747 No Freelance Researcher, Tehran, Iran Freelance Researcher, Tehran, Iran Massoud Yaghoubi-Notash Massoud Yaghoubi-Notash myagoubi@tabrizu.ac.ir 10031947532846003748 10031947532846003748 No Department of English, University of Tabriz, Tabriz, Iran Department of English, University of Tabriz, Tabriz, Iran Shahabaddin Behtary Shahabaddin Behtary s.behtary@iau.ac.ir 10031947532846003749 10031947532846003749 Yes Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran