Abstract

This study investigates the effectiveness of explicit film-based instruction in enhancing the comprehension of conversational implicatures among Saudi undergraduate learners of English as a foreign language (EFL). Overall, 144 participants were randomly assigned into experimental and control groups. Explicit film-based instruction on conversational implicatures was given to the experimental group. Pretest and posttest multiple-choice tests were employed as assessment instruments. This study focused on six types of conversational implicatures based on Bouton’s taxonomy: irony, indirect criticism, sequential, minimum requirement, pope question, and relevance. The findings revealed explicit film-based instruction had a significant positive impact on the development of learners’ comprehension of conversational implicatures, specifically in irony, pope question, relevance, and sequential implicatures. However, the study found certain types, namely indirect criticism and minimum requirement, demonstrated resistance to instruction in EFL settings and remained problematic. The pedagogical implications of the study offer valuable insights for language teachers, curriculum designers, and students.

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