| সংক্ষিপ্ত: | <p>Research in the area of interlanguage pragmatics has mainly focused on speech acts (thanking, apologising, complimenting, refusing, etc.). We learn languages to communicate in different situations, and it is very common that we have take a certain stand or express our opinion, however, persuasion has not been previously considered in interlanguage pragmatics as a speech act. Drawing on the theoretical approach called Discourse-Historical Approach, the researcher suggests looking at persuasion as a complex speech act by extracting the most frequent language patterns, or strategies, and by teaching those to students. The study draws on political discourse as basis for this proposal, because defending a point of view and persuading other to agree with it is the main goal in this language domain</p>
<p>The present study aims to investigate if persuasion can be teachable the same way as other speech acts, and if teaching these strategies has any influence on the degree of persuasiveness of a written speech. The participants (N=40) wrote a speech on an emotionally charged topic to persuade their audience to take their side. A pre- and post-test design was used with an intervention for the experimental group, during which the researcher employed consciousness-raising activities to emphasise how we can enhance our argument with the help of certain linguistics features embedded in political discourse strategies. Two coders blindly scored the speeches on the scale from 1 to 8 and gave comments on what linguistic features they found most persuasive. Although the coders were not consistent in their scoring, the results demonstrated that the experimental group made larger gains than the control group, and those gains were marginally significant based on the data from both coders. Limitations, future research directions, and pedagogical implications are discussed in the final chapter.</p>
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