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The present study aims at analyzing the effects of pragmatic instruction through captioned audiovisual input on pragmatic performance by learners of different ages. The participants were 40 intermediate English as a Foreign Language (EFL) learners, 20 children and 20 adults, who were distributed into intervention and control groups. All participants received pragmatic-focused instruction (on greetings and requests), and were engaged in class discussions to raise pragmatic awareness. In the intervention group, pragmatic instruction was supported by captioned audiovisual material, whereas in the control group no audiovisual material was used to support pragmatic instruction. To examine pragmatic performance, an Oral Discourse Completion Test (ODCT) was administered at the beginning and at the end of the treatment period. Moreover, classroom observations were carried out during class discussions. The findings suggest a benefit of captioned audiovisual input on pragmatic performance when teaching pragmatics in the EFL classroom as well as differences in terms of pragmatic performance between child and adult learners.
