The present study aimed to explore whether Iranian English as a foreign language (EFL) learners’ pragmatic performance of making suggestions improve after receiving discourse completion task (DCT) and role-play with discussion. One Hundred twenty intermediate Iranian EFL learners whose scores ranged between 41 and 59 at the Oxford Proficiency test were selected for participation in the study from several Iranian language schools through convenience sampling. They were assigned to the control group receiving no treatment and discourse completion group, and role plays with the discussion group. Before the treatments, the experimental groups received instruction on the exemplar forms, conversational practice, and performance of suggested activities in the book "Function." After the familiarity of the participants with various suggestion forms and their appropriate use, the first experimental group was provided with a discourse completion task and the second one received role play with discussion. The learners were provided with an explicit explanation of formality, and status as socio-pragmatic factors influencing the selection of appropriate suggestion forms. Then, they were supposed to act out the scenarios and discussed and evaluated the appropriateness of the responses. After the two treatments, the participants took a post-test with 4 sample conversations. The findings were indicative of the effectiveness of the two treatments. The conclusion drawn from the results was that EFL learners could benefit from pragmatic instruction via pragmatic awareness-raising tasks in their pragmatic performance.
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