Following the instructional phase, participants demonstrated significant improvement in their production of request forms. Findings showed that learners were able to achieve statistically significant gains in their pragmatic perception and awareness on the post-intervention MDCT. Grounded theory and qualitative approaches of analysis were employed to chart the learners’ burgeoning pragmatic awareness and their attitudes towards target language learning experience. Data were analysed quantitatively and qualitatively using statistical, quantitative approaches for the former and a pre-determined framework adapted from Blum-Kulka et al. Data concerning the learners’ attitudes were gathered using four self-reported diaries. Using a pre-and post-intervention design with two experimental groups, learners’ recognition and production of the target speech act were evaluated through Multiple- choice Discourse Completion Task (MDCT) and Written Discourse Completion Task (WDCT), respectively. The instruction involved metapragmatic information consolidated with meaningful practice, along with awareness raising techniques using proactive typographical input enhancement. Forty-four EFL undergraduate Egyptian participants who share one common first language background, Egyptian Arabic, received 10-week of instruction using informed eclectic model of pragmatic instruction. Informed by Schmidt’s Noticing Hypothesis (1993,1995,2001) as the theoretical framework, this study was carried out to examine the role and the effect of pragmatic intervention in raising the learners’ awareness and sensitising them towards pragmatic aspects of target language in EFL Contexts. The purpose of this research was to investigate the role of pragmatics instruction on English as a Foreign Language (EFL) learners’ perception and production of requests as well as exploring the learners' attitudes towards their target language (TL) learning experience. Neither availability nor age had clear moderating effects. The results clearly demonstrate that the correlations between achievement and motivation are uniformly higher than those between achievement and integrativeness, attitudes toward the learning situation, integrative orientation, or instrumental orientation, and that the best estimates of the population correlations are greater than 0. Two additional variables, availability of the language in the community and age level of the students, were examined to assess their moderating effects on the relationships.
In total, the meta-analysis examined 75 independent samples involving 10,489 individuals. These relationships were examined in studies conducted by Gardner and associates using the Attitude/Motivation Test Battery and various measures Of second language achievement including self-ratings, objective tests, and grades. This meta-analysis investigates the relationship of second language achievement to five attitude/motivation variables from Gardner's socioeducational model: integrativeness, attitudes toward the learning situation, motivation, integrative orientation, and instrumental orientation.
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