This study is an endeavor to find how English native and nonnative EFL/ESL (English as foreign language/English as second language) writers use adversative conjunctions to connect ideas together so that texts have both coherence and cohesion. Regarding the problems nonnative writers of EFL face when composing a piece of writing, we attempted a qualitative study through compiling a stack of 200 articles written by the two groups. The research design concerned the content analysis of research articles and descriptive statistics showing the frequency of occurrences of modals in the data. The findings indicated that the number of proper and correction adversatives exceeded those of contrastive and dismissal; the statistically significant difference between two groups lay in the use of proper and correction adversative conjunction, whereas the two groups showed little or no difference in the usage of contrastive or dismissal adversatives. These findings can help material writers, EFL/ESL teachers, and learners to appreciate the significant roles adversative conjunctions play in writing.
This study attempted to investigate the extent to which two types of pragmatic instruction -explicit versus implicitaffect learners' knowledge in terms of their awareness and production of request strategies. Thirty students with the same level of proficiency were divided into two groups (explicit and implicit). They were exposed to listening excerpts taken from the book Tactics for Listening, with the focus on request making strategies. While the explicit group was equipped with direct awareness-raising tasks and written metapragmatic explanations on the use of appropriate requests, the implicit group was provided with a set of implicit awareness-raising tasks. Outcomes of the study demonstrate that pragmatic instruction of requesting improved learners' awareness of both groups. Also an improvement of learners' production of requests did take place in both groups after the interventional period. However, the explicit group outperformed the implicit one as far as production of request making was concerned.
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