TEACHERS’ PERCEPTIONS OF THE ROLE OF PRAGMATICS IN THE EFL CLASSROOM
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...
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| Format: | Article |
| Language: | English |
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Konstantin Preslavsky University of Shumen
2018-06-01
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| Series: | Studies in Linguistics, Culture, and FLT |
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| Online Access: | http://silc.shu.bg/images/issues/2018/SILC_2018_3_27-44_18_EN.pdf |
| Summary: | 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.
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| ISSN: | 2534-952X 2534-9538 |