Impact of Textbook-Based Input on L2 Learners’ Pragmatic Comprehension
Mehdi Ruhi Athar

Abstract
Most studies on interlanguage pragmatics have been confined to the production aspect of L2 learners’ pragmatic development, losing sight of pragmatic comprehension and its relationship with listening comprehension and textbook-based pragmatic input. The present study aimed to fill the gap by investigating the relationship between the type of input provided by textbooks and L2 learners’ linguistic and pragmatic comprehension. It adopted a listening instrument that measured pragmatic comprehension and linguistic comprehension. Learners’ pragmatic and linguistic comprehension was compared across four groups of male and female advanced students with different textbook backgrounds. The results of ANOVAs and the follow-up Scheffe tests revealed significant differences among the groups in terms of pragmatic comprehension (PC) and linguistic comprehension (LC). In addition, Pearson correlation results suggested that the relationship between PC and LC subtasks in the two groups was not statistically meaningful and, accordingly, indicated construct differences between linguistic and pragmatic comprehension.

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