APPLYING AWARENESS-RAISING TASKS FOR LEARNERS' DIVERGENCE

Acquiring a foreign language is not only just mastering grammar structures and producing them but also gaining a pragmatic competence that enables learners to understand and be understood appropriately by the speakers of the target language without being insensitive (Gomez-Laich, 2016). However, despite the good instruction and the total immersion of the target language, sometimes learners cannot or reject the appropriate pragmatic use. This phenomenon which is called divergence has several potential causes which prevent gaining native-like pragmatic competence.