Abstract
<p>This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the quantitative and qualitative results showed that instructors make use of inductive and implicit approaches more than other two approaches, deductive and explicit, to teach L2 pragmatics .With regard to the pragmatic consciousness-raising techniques, the results revealed that instructors mostly make use of conversation topics and also situations to raise learners’ awareness of the speech act under study. In addition to this technique, instructors make use of field experience to give input to learners. Regarding the pragmatic communicative practice techniques, the quantitative and qualitative results showed that instructors mostly make use of role-play and pair- work techniques to engage learners to practice speech acts. Moreover, the results of the questionnaire and interview with regard to pragmatic corrective feedback techniques showed that instructors almost give feedback implicitly by reformulating learners’ mistakes and repeating their errors On the contrary, instructors give less metalinguistic information and explain the inappropriate expressions to learners. In terms of culture teaching techniques, the results illustrated that instructors share their knowledge of what they hear or read about other cultures with their learners. The results of this study have some implications for language instructors.</p>
Highlights
1.1 Background to the ProblemEnglish is estimated to be spoken by close to two billion people worldwide and most commonly between people from different linguistic and cultural backgrounds, that is, as a lingua franca
In terms of the instructional approaches, both the quantitative and qualitative results showed that instructors make use of inductive and implicit approaches more than other two approaches, deductive and explicit, to teach L2 pragmatics .With regard to the pragmatic consciousness-raising techniques, the results revealed that instructors mostly make use of conversation topics and situations to raise learners’ awareness of the speech act under study
Instructors’ perceptions of their instructional approaches and techniques they use for teaching interlanguage pragmatics were elicited through semi-structured interviews with twenty of them who had already filled out the questionnaires
Summary
1.1 Background to the ProblemEnglish is estimated to be spoken by close to two billion people worldwide (up to a third of the world’s population) and most commonly between people from different linguistic and cultural backgrounds, that is, as a lingua franca. Language users, irrespective of their educational and socio-economic status, have the tendancy to learn English. This linguistic behavior of the interlocutors has made the English language a prestigious language of the world (Muthusamy, 2014). In EFL contexts, people are required to utilize the English language for their communicative needs to do the business, read scientific articles, and use Information and Communication Technology (ICT) worldwide and so on. They learn English and make use of it to interact with speakers of English from different cultures. The English language plays a highly important role in intercultural interactions as a communication tool which calls into attention the issue of proper and appropriate intercultural understanding of speech or more importantly, meaning in interaction between speakers (Al-Zubeiry, 2013; Rashidi & Ramezani, 2013)
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