خلاصة:
The purpose of this study is to find a practical solution for
improving writing skill among Iranian high school learners of EFL.
The main question was whether pragmatics had any priority over
traditional methods in improving writing or not. Forty high school
students were selected on the basis of their performance in PET
(2009). In addition the following instruments were also used in this
quasi-experimental research: California Standard Test (2008), Writing
Discourse Completion Task, and Discourse Self-Assessment Task.
The special treatment of the experimental group on the role of
pragmatics lasted for about ten weeks, while the control group
received only the traditional instruction on writing. The results show
that there is a meaningful relationship between the pragmatic
competency and the improvement of the EFL learners' writing skill.
Paired t-test was utilized for analyzing the data. The study concludes
that the teachers can use insights from pragmatics to teach writing
skill appropriately and by improving writing skill through pragmatics,
EFL learners will be able to communicate in a more appropriate way.
ملخص الجهاز:
"Particularly, by using pragmatics, this study tries to improve learners’ ability in writing in English and it shows that there is a significant difference between using traditional methods in teaching writing and this method – i.
Does teaching writing by means of pragmatics have any significant advantage over the traditional methods in improving the writing ability of Iranian high school learners of EFL?
2. Does teaching writing by means of pragmatics have any significant advantage over the traditional methods in improving the paraphrasing ability of Iranian high school learners of EFL?
First Question Does teaching writing by means of pragmatics have any significant advantage over the traditional methods in improving the writing ability of Iranian high school learners of EFL?
Therefore, according to these results, we reject the first null hypothesis and say that: Teaching writing by means of pragmatics has significant advantage over the traditional methods in improving the writing ability of Iranian high school learners of EFL.
Second Question Does teaching writing by means of pragmatics have any significant advantage over the traditional methods in improving the paraphrasing ability of Iranian high school learners of EFL?
So we come to conclusion that: Teaching writing by means of pragmatics has significant advantage over the traditional methods in improving the paraphrasing ability of Iranian high school learners of EFL.
Discussion The current study examined the effect of teaching pragmatics on the improvement of writing skill among Iranian EFL learners at high schools.
Second, whether teaching writing by means of pragmatics has any significant advantage over the traditional methods in improving paraphrasing ability."