Exploring EFL Teachers’ Cognitions on and Practical Teaching of Pragmatic Knowledge

Dahmardeh, Razieh (2019) Exploring EFL Teachers’ Cognitions on and Practical Teaching of Pragmatic Knowledge. Masters thesis, university of zabol.

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Abstract

Recently, pragmatics has been a topic of interest in second/foreign language teaching and learning research. In spite of many studies on pragmatics and pragmatic instruction (e.g. Bardovi-Harlig, 2012; Bardivi-Harlig & Griffin, 2005; Eslami-Rasekh, 2005; Eslami & Eslami-Rasekh, 2008; Ifantidou, 2013; Ishihara & Cohen, 2010; Taguchi, 2015; Vu, 2017; Vasques & Sharples, 2009), EFL teachers’ pragmatic cognitions on pragmatic knowledge/ability as well as their practical teaching of pragmatics is under-researched. The purpose of this study was to explore EFL teachers’ cognitions on pragmatic knowledge/ability and their pragmatic teaching practices. To this end, fifty six junior or senior high school EFL teachers in Sistan, Iran participated in this mixed methods study. A questionnaire (adapted from Vu, 2017), semi-structured interviews, and classroom observations were used to collect the related data. The data of the questionnaire were analyzed through a SPSS software. Descriptive analysis was used to interpret the results. A content analysis was used for analyzing semi-structured interviews and observation. The results of the study showed that the teachers had very general cognitions on pragmatics and their cognitions on teaching pragmatics were not congruent with the principles of pragmatics, however; their cognitions were congruent with their practices in their classrooms.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Cognitions, EFL teachers, Practical teaching, Pragmatic knowledge, Qualitative, Quantitative.
Subjects: P Language and Literature > PE English
Depositing User: Mrs najmeh khajeh
Date Deposited: 25 Nov 2019 08:42
Last Modified: 25 Nov 2019 08:42
URI: http://eprints.uoz.ac.ir/id/eprint/2600

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