Metapragmatic Requesting Instruction in an Adult Basic Education-ESL Classroom: A Pilot Study

Abstract

Pragmatics, or the ability to communicate using language, is increasingly recognized as essential to language competence and production (Thomas, 1983; Bachman, 1990). Much research exists on pragmatic acquisition (Blum-Kulka, House, & Kasper, 1989; Cenoz, 2003; Kasper & Rose, 2001; Wildner-Basset, 1994). Researchers currently advocate metapragmatic instruction which combines explicit instruction, awareness-raising activities, and guided practice (Eslami-Rasekh, 2005; Kasper, 1997). Such instruction utilizes metalanguage and higher-level thinking with which students from non-academic backgrounds may struggle. Previous research on the effectiveness of metapragmatic instruction in request-making examined highly academic participants literate in their first language (L1) as well as the second language (L2). Additional research is needed to determine the effectiveness of metapragmatics for lower-level learners and those in non-university settings. This pilot study examines the effectiveness of metapragmatic instruction to teach request-making to an intermediate Adult Basic Education (ABE)-ESL class of Somalis and Mexicans. The study also examines students’ responses to the instruction.