Abstract
In recent years, the areas of intercultural pragmatics and transcultural pragmatics under the phenomenon of “interculturality” have been investigated by linguists and language scholars because interculturality has a deep-rooted connection with the language and second language teaching and learning. This data-oriented study follows a quantitative research design. The data is collected through a survey questionnaire from 75 English teachers who are teaching at the university level in five different public and private sector universities in Pakistan. The overall results encourage embedding the knowledge of interculturality in ESL/EFL classes. There is a need to organize training sessions for teachers because many teachers reported that they do not utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also believed in employing new approaches for teaching transcultural pragmatics to their students. This study further highlights that teacher/educators could also benefit from working together to develop the teaching of interculturality and transcultural competence, and to make this development happen in relation to teacher professional development.
Highlights
English, as a lingua franca in today’s globalizing world, is becoming the language of transcultural mobility, the language of the third space, and a language of hybridity. Yang (2018) argues that the challenge for English learners in today’s intercultural contexts is that “social rules are in constant flux; what is appropriate depends on the unique linguistic and cultural backgrounds of the interlocutors, and the specific context in which they are communicating” (p.361)
To gain an understanding of Pakistani EFL teachers’ conception of teaching interculturality skills in their classrooms is pretty significant owing to recent developments in the field of transcultural pragmatics
This study investigates Pakistani EFL teachers’ perception regarding focusing on interculturality to fill the gap
Summary
As a lingua franca in today’s globalizing world, is becoming the language of transcultural mobility, the language of the third space, and a language of hybridity (see Baker, 2017). Yang (2018) argues that the challenge for English learners in today’s intercultural contexts is that “social rules are in constant flux; what is appropriate depends on the unique linguistic and cultural backgrounds of the interlocutors, and the specific context in which they are communicating” (p.361). In order to develop the transcultural pragmatics competence, teachers and learners need not to concentrate on teaching pragmatics models in a second language and the foreign culture. ESL teachers is how to develop transcultural as well as intercultural communicative competence of their ESL learners in Pakistani settings, and www.amazoniainvestiga.info how can they inculcate these skills in their students in a transnational context. This inspiring new focus on interculturality prompts us to link language and culture, and language use and the intricacies involved in the process of interacting with different people whose communication styles are shaped by a variety of contextual factors. To understand what status these skills enjoy in the instructions of Pakistani ESL teachers, we sought the belief and perception of 75 ESL teachers towards teaching and developing interculturality and transcultural pragmatics
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
