‘May I have a donut, please?’ The Impact of L2 Pragmatics Instruction on Request Strategies with Third-Grade Norwegian EFL Learners

Abstract

This study aimed to explore the effects of L2 pragmatics instruction on the request production abilities of Norwegian third-grade EFL learners. It explores how targeted teaching influences their use of request strategies and the employment of internal and external modification. Conducted within Norway’s educational system, this research fills a gap in the pragmatic development of Young Language Learners (YLLs) following structured instructional intervention. Over three weeks, the instructional approach combined Input, Awareness Raising, and Practice, utilizing resources such as picture books and role play exercises. The study’s methodology centered around a pre- and post-test, which employed an analysis using Blum-Kulka et al.’s (1989) CCSARP coding manual. The findings showed progress in the YLLs’ transition from naming and L1 reliance to the use of a variety of conventionally indirect requests and modal verbs. The outcomes demonstrate the potential benefits of L2 pragmatics instruction for enhancing the communicative competencies of YLLs, underscoring its value in early language education.

This study aimed to explore the effects of L2 pragmatics instruction on the request production abilities of Norwegian third-grade EFL learners. It explores how targeted teaching influences their use of request strategies and the employment of internal and external modification. Conducted within Norway’s educational system, this research fills a gap in the pragmatic development of Young Language Learners (YLLs) following structured instructional intervention. Over three weeks, the instructional approach combined Input, Awareness Raising, and Practice, utilizing resources such as picture books and role play exercises. The study’s methodology centered around a pre- and post-test, which employed an analysis using Blum-Kulka et al.’s (1989) CCSARP coding manual. The findings showed progress in the YLLs’ transition from naming and L1 reliance to the use of a variety of conventionally indirect requests and modal verbs. The outcomes demonstrate the potential benefits of L2 pragmatics instruction for enhancing the communicative competencies of YLLs, underscoring its value in early language education.