Development of Pragmatic Routines Recognition by Algerian EFL Learners

Abstract

This study examines the development of pragmatic routines' recognition by Algerian EFL learners throughout the investigation of the efficiency of corpus-based instruction in boosting pragmatic routines recognition. 60 Algerian EFL learners participated in this study. The participants enrolled at the University of Mohammed Seddik Ben Yahia in Jijel city in the eastern north of Algeria. The participants were divided into two groups with 30 participants in each. The experimental group received instructional intervention on the meaning and function of pragmatic routines, whereas the control group did not. Both groups responded to pre-test and post-test. A modified version of the multilevel Vocabulary Knowledge Scale (VKS) is adopted to examine learners’ recognition of routines. The results of the study revealed that the corpus-based instruction plays a critical role in developing the Algerian EFL learners’ recognition of pragmatic routines.