Abstract This study investigates effects of pragmatics-focused instruction using different types of written corrective feedback (CF) on the development of pragmatic competence of Vietnamese learners of English as a foreign language. Five intermediate-level groups of learners who were learning syntactic downgraders for mitigating their email requests were randomly assigned to either the control or one of the four treatment conditions: instruction + clarification requests, instruction + recasts, instruction + metapragmatic feedback, and instruction + explicit correction. The performance of the treatment groups on a DCT pre-test, immediate post-test, and two follow-up tests at one and eight months after the treatments was compared with that of a control group who received only routine instruction. Results showed that the four treatment groups performed significantly better than the control group when measured at all three post-tests, but there was no difference among the treatment groups in their post-treatment scores.

中文翻译：

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L2语用学习得的纠正反馈的有效性：八个月的调查

摘要 本研究调查了使用不同类型的书面纠正反馈 (CF) 的语用教学对越南英语作为外语学习者语用能力发展的影响。五个正在学习句法降级以减轻电子邮件请求的中级学习者被随机分配到控制或四种处理条件之一：指令 + 澄清请求、指令 + 重铸、指令 + 元语用反馈和指令 + 显式更正。将治疗组在治疗后第 1 个月和第 8 个月的 DCT 前测、即刻后测和两次随访测试中的表现与仅接受常规指导的对照组进行比较。