Teachers’ Perceptions of the Role of Pragmatics in the Efl Classroom

Bibliographic Data

ID22352426
AuthorsIrina Ivanova (0000-0002-9693-3109), Ирина Иванова (0000-0002-0216-7061, Shumen University, corresponding author)
Year2017
Volume03
Pages27-44
Publication date2017-01-01
Open AccessYes
TypeARTICLE
VenueStudies in Linguistics, Culture, and FLT (JOURNAL)
Journal identifiersISSN: 2534-952X • E-ISSN: 2534-9538
PublisherDepartment of English Studies, Faculty of Humanities, Konstantin Preslavsky University of Shumen (PUBLISHER)
DOI10.46687/silc.2018.v03.003
OpenAlexW2995413369
LanguageEN
Citations received4
References cited19

The need to prepare foreign language learners for successful cross-cultural communication increases the importance of developing their pragmatic competence. However, due to different factors, classroom procedures are still largely dominated by form-focused instruction and manipulation, and the focus on pragmatic phenomena remains somewhat neglected or marginalised. The present study looks into teachers' awareness of the pragmatic domain and its impact on their attitudes and approaches to developing the pragmatic component of communicative competence. Data analysis showed that most of the teachers are aware of the main issues involved in teaching pragmatic competence. They were able to name different speech acts and give a variety of appropriate examples. However, about 43% couldn't name any speech acts or gave wrong answers. Teachers' awareness of pragmatic appropriacy was demonstrated in the extensive lists of topics and behaviours which they considered inappropriate in cross-cultural encounters

Linguistics · Pedagogy · Perception · Pragmatics · EFL/ESL Teaching and Learning · Philosophy · Psychology

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