Fatemeh Saadat - TEFL MA student Department of English, Yazd Branch Islamic Azad University, Yazd, Iran.
Ali Akbar Jabbari - Ph.D. Department of English, Yazd Branch Islamic Azad University, Yazd, Iran.
Hamid Allami - Ph.D. Department of English, Yazd Branch Islamic Azad University, Yazd, Iran.

Although complementizers play a significant role in advanced writing, most of the students are not familiar with utilizing them in both syntax, and pragmatic perspective. The present study aims to find out if raising syntax-pragmatic awareness in the case of complementizers has any statistically significant effect on IELTS writing proficiency. To achieve the goal, 60 EFL learners were homogenized through Cambridge Placement Test and then placed in two advanced groups as control and experimental After homogenizing the participants, a pre-test was conducted; they were expected to write a five paragraph essay. The achievements were scored according to the IELTS rating score by three trained raters, and then inter-rater reliability showed the exact score of each participant. Then, treatment sessions were conducted for each group utilizing two different protocols. For the control group. the rudiments of writing were taught according to IELTS booklet while, in the case of the experimental group, the mentioned procedure was accompanied by the deductive teaching of complementizers to raise the syntax-pragmatic awareness. Finally, a post-test, another topic for five-paragraph essay, was conducted to show any statistically significant difference between the means of two groups. The results revealed that the experimental group outperformed the control group. Findings of this probe can be utilized by the pedagogists who are willing to apply the tenets of syntax-pragmatic interface in English teaching.

syntax-pragmatic awareness, complementizers, IELTS writing task two