The impact of task-based and task-supported instruction on the acquisition of L2 hedge phrases
DOI:
https://doi.org/10.58221/mosp.v119i3.55699Keywords:
second language acquisition, hedges, L2 pragmatics, TBLT, TSLTAbstract
Despite a growing interest in task-based teaching in second language acquisition research and L2 instruction, classroom-based studies investigating its applicability to L2 pragmatics instruction remain scarce. The current study aimed to compare the effects of task-based versus task-supported language teaching on EFL learners’ acquisition of L2 hedge phrases. 72 homogenous upper-intermediate EFL learners were randomly assigned to one control and two experimental groups. Experimental group 1 (TSLT-EG1; n = 25) followed a task-supported framework, whereas the second experimental group (TBLT-EG2; n = 23) followed the so-called “weak” task-based framework. The control group (CG; n = 24) took part in regular classes that were not intended to teach hedge phrases. The groups’ pragmatic production was measured using a written test and a focused communication task. The results suggest that both experimental conditions yielded positive outcomes, as evidenced by the acquisition of hedge phrases, with the TBLT group showing more lasting effects than the task-supported group in the written test.
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