مجلة البحوث التربوية والتعليمية
Volume 11, Numéro 2, Pages 787-812
2022-06-09

Exploring Pragmatic Awareness Of Prospective Teachers Of English As A Foreign Language And Their Reflections On Pragmatic Knowledge And Practices



Authors : Khabcheche Houda . Hamitouche Fatiha .

Abstract

Pragmatic competence has become a crucial component of language teacher education. Prospective English as Foreign Language (EFL) teachers should be aware of the pragmatic challenges of the target language and the importance of developing their learners’ pragmatic competence. However, most language teachers focus on grammar and vocabulary as they may lack pragmatic awareness of the target language, or they may struggle in setting their pragmatic knowledge into practice. This study explores the pragmatic awareness of 90 master's degree students, majored in Teaching English as a Foreign Language (TEFL). Data were collected through reflection papers about the sample’s pragmatic awareness and a pragmatically-focused lesson plan design. The findings have indicated that 56% of prospective EFL teachers’ pragmatic awareness was mostly related to theoretical pragmatics and 47% of lesson plan evaluations revealed that the study informants found it challenging to transfer pragmatic knowledge into practical pragmatic lessons. Thus, this research triggers insights for more practical pragmatic instruction and suggestions for curriculum development dedicated to EFL teacher education.

Keywords

Instructional pragmatics ; pragmatic awareness ; prospective TEFL teachers ; language teacher education

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