NOTAR E APRENDER: O PAPEL DA INSTRUÇÃO EXPLÍCITA NAAQUISIÇÃO DA PRAGMÁTICA DA L2

by MULLING, LYDIA TESSMANN

This study aims to investigate the role played by explicit instruction on L2pragmatic acquisition. The main objective of the present study is to find out whetherhigh-proficient students of English are able to recognize pragmatic violations and makeappropriate requests in English. Besides that, this study investigates the role played bythe student?s attention in situations that require pragmatic production and perception.Seventeen English students, from Universidade Federal de Pelotas (UFPEL), weredivided into two groups according to their proficiency: experimental and control. Inorder to find out the role played by explicit instruction on L2 pragmatics, only theexperimental group received special classes based on L2 pragmatics. To reach theobjective of this work, two tests were applied in two different moments, called as preandpost-test.The analysis, carried out through the comparison of students? performances inboth tests and different moments, indicates that the instruction enabled the developmentof perception on pragmatic violations. Moreover, it led the students to make moreappropriate requests in the post-test. Thus, the explicit instruction on L2 pragmaticscaused the student to draw their attention to the pragmatic aspect of the input as well asto the context that involves the communicative act