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This study examined how learners’ attitudes toward cultural instruction relate to gains in pragmatic comprehension and pragmatic production. Data from 50 Japanese undergraduate students of English education were analyzed using an attitude questionnaire, a pragmatic comprehension test, and a discourse completion task. Results showed strong positive correlations, and pedagogical guidance emphasizes engaging cultural content delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flourishing-creativity-literacy-relationship-between-language-learners-attitudes-toward-cultural-instruction-and-pragmatic-comprehension-and-production/589525/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flourishing-creativity-literacy-relationship-between-language-learners-attitudes-toward-cultural-instruction-and-pragmatic-comprehension-and-production/589525.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding language learners?","Question",{"text":112,"@type":113},"It examines how learners’ attitudes toward cultural instruction relate to improvements in pragmatic comprehension and pragmatic production.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learners’ attitudes toward cultural instruction measured?",{"text":117,"@type":113},"An adapted version of Albirini’s (2009) attitude questionnaire measured learners’ attitudes toward cultural instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to assess pragmatic comprehension and production?",{"text":121,"@type":113},"Pragmatic comprehension was measured with a 24-item test developed by Taguchi, and pragmatic production was measured with a 32-item discourse completion task developed by Bardovi-Harlig.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589525,1792876742,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 4; August 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nRelationship between Language Learners’Attitudes toward Cultural Instruction and Pragmatic Comprehension and Production  \nVahid Rafieyan  \nInternational College of Liberal Arts, Yamanashi Gakuin University, Kofu, Yamanashi, Japan  \nE-mail: [rafieyanv@ygu.ac.jp](rafieyanv@ygu.ac.jp)  \nDoi:10 .7575/aiac.alls.v.7n.4p.68  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.68](http://dx.doi.org/10.7575/aiac.alls.v.7n.4p.68)  \nReceived: 06/03/2016  \nAccepted: 05/05/2016  \nAbstract  \nDevelopment of target language pragmatic competence in language learners requires not only provision of cultural features of target language community in language classes but also language learner ’s willingness to learn and use those cultural features. To investigate the relationship between language learners’ attitudes toward cultural instruction and their gains in comprehension and production aspects of pragmatic competence, the current study was conducted on 50 undergraduate Japanese students of English education at a university in Japan. The adapted version of the attitude questionnaire developed by Albirini (2009) was used to measure language learners’ attitudes toward cultural instruction. A 24-item pragmatic comprehension test developed by Taguchi (2007, 2008) was used to measure language learners’pragmatic comprehension ability. Finally, a 32-item discourse completion task developed by Bardovi-Harlig (2009) was used to measure language learners’pragmatic production ability. The analysis of Pearson product–moment correlation coefficient (r) revealed a strong positive relationship between attitude toward cultural instruction and pragmatic comprehension ability as well as attitude toward cultural instruction and pragmatic production ability. The pedagogical implications of the findings suggested incorporation of interesting cultural features of the target language community in language classes and presenting them in interesting ways to attract language learners’ attention and interest.  \nKeywords: Attitude, Cultural Instruction, Pragmatic Comprehension, Pragmatic Production  \n1. Introduction  \nPragmatic competence, defined as the ability to convey one’s intention appropriately and to interpret another ’s intention, explicitly or implicitly stated, in a communicative situation (Thomas, 1995), should be paid as equal attention in English language classes as grammatical competence. The reason is that, according to Bachman’s (1990) model of communicative competence, pragmatic competence and grammatical competence are two distinct aspects of communicative competence. Thus, a high level of grammatical competence does not lead to a high level of pragmatic competence and even language learners at the advanced levels of language proficiency cannot achieve a native-like communicative competence (Bardovi-Harlig & Dornyei, 1998; Bardovi-Harlig, 2001; Barron, 2003; Liu, 2006; Rose, 2005; Gharaghani et al., 2011) . However, as understanding culture specific expressions of the target language requires directing language learners’ attention to the cultural features of the target language, mere provision of cultural features of target language community in class instruction cannot develop language learners’ pragmatic competence (Kasper & Rose, 2002) rather language learners’ interests to notice those cultural features plays an important role in the development of their pragmatic competence (Rafieyan et al., 2013b) . Therefore, not only provision of cultural features of target language community in language classes but also language learner ’s willingness to learn those cultural features and to use them in intercultural interactions are the key factors to determine language learners’ level of pragmatic competence (Ran, 2007) .  \nThe issue o","cbCaibHVBsfnGhjR","https://ap.wps.com/l/cbCaibHVBsfnGhjR","pdf",204307,"English","# Abstract\n# 1. Introduction","[{\"question\":\"What does the study focus on regarding language learners?\",\"answer\":\"It examines how learners’ attitudes toward cultural instruction relate to improvements in pragmatic comprehension and pragmatic production.\"},{\"question\":\"How were learners’ attitudes toward cultural instruction measured?\",\"answer\":\"An adapted version of Albirini’s (2009) attitude questionnaire measured learners’ attitudes toward cultural instruction.\"},{\"question\":\"What methods were used to assess pragmatic comprehension and production?\",\"answer\":\"Pragmatic comprehension was measured with a 24-item test developed by Taguchi, and pragmatic production was measured with a 32-item discourse completion task developed by Bardovi-Harlig.\"}]","Flourishing Creativity & Literacy - Relationship between Language Learners’ Attitudes toward Cultural Instruction and Pragmatic Comprehension and Production | PDF",1792067542]