The role of pragmalinguistic awareness and the effects of individual difference factors in developing second language pragmatic competence

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The present study revealed that when Japanese learners of English learn complex bi-clausal request forms in the implicit input condition in which they need to inductively learn the target forms without relying on explicit explanation provided by their teacher, learners who are motivated to improve their English through classroom activities and those who demonstrate high listening abilities are able to notice the target forms. However, it was also found that learners' awareness of the target pragmalinguistic forms does not necessarily lead them to their stable acquisition of these forms.