Download PDFOpen PDF in browserThe Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas6 pages•Published: February 23, 2017AbstractStudies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.Keyphrases: complaints, foreign language settings, interlanguage pragmatics, long term instructional effects, semantic formulas In: Chelo Vargas-Sierra (editor). Professional and Academic Discourse: an Interdisciplinary Perspective, vol 2, pages 69-74.
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