Explicit Instruction Versus Meaning-Focused Exposure in Second Language Pragmatic Competence Acquisition: A Cross-Methodological Evaluation of Form-Focused and Task-Based Pedagogical Frameworks

Abstract

This study investigates the differential efficacy of explicit form-focused instruction (FFI) and meaning-focused task-based language teaching (TBLT) in the acquisition of second language (L2) pragmatic competence, with particular attention to speech act production and metapragmatic awareness. Drawing on a quasi-experimental design involving 187 advanced English-as-a-foreign-language (EFL) learners across three institutional contexts, the study employs discourse completion tasks (DCTs), role-play elicitation, and retrospective verbal protocols as primary data-collection instruments. Multilevel regression modeling and pragmatic rating rubrics are applied to assess gains in illocutionary force, politeness indexicality, and contextual appropriateness. Results indicate that while FFI yields significantly higher metapragmatic awareness scores, TBLT demonstrates superior transfer-of-learning outcomes in naturalistic communicative settings. Theoretical and pedagogical implications for curriculum designers and language assessment specialists are discussed in light of sociocognitive and interactionist SLA frameworks.