Developing the pragmatic competence of non-Arabic-speaking Iranian students(Request form)

Studying the second language from a pragmatic perspective, which is called Interlanguage Pragmatic, is an important issue that must be taken into consideration, especially for second language learners; As mastery of pragmatic issues in the target language will ensure a successful communication when interacting with the native speakers of the language. This research has benefited from the theory of speech acts, including the request, which is one of the most important speech acts.  Current research deals with different forms of request (e.g. direct, indirect request, and the use of supportive strategies for it), according to the politeness theory that searches for elements of polite dialogue, in addition to how to teach speech acts in the classes based on Brock & Nagasaka curriculum, and through the modern technologies. Among the most prominent results of this research paper is the need to teach pragmatic functions in Arabic language and its literature in Iran, because despite the similarities that exist between Arabic and Persian from the linguistic and cultural aspects, there are differences in the use of speech acts between the two languages. Moreover, using Brock & Nagasaka’s curriculum to teach request leads to teaching pragmatic skills in a functional way. Because this method involves learners with process of pedagogy and learning and using modern technologies to solve problems of learning and maximize the motivation to learn Arabic