How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach

Autor/inn/en	Muthasamy, Paramasivam; Farashaiyan, Atieh
Titel	How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach
Quelle	In: English Language Teaching, 9 (2016) 5, S.166-178 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Second Language Instruction; Pragmatics; Language Teachers; Teaching Methods; Questionnaires; Semi Structured Interviews; Consciousness Raising; Speech Acts; Communication Strategies; Feedback (Response); Error Correction; Cultural Awareness; Mixed Methods Research; English (Second Language); Iran + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Pragmalinguistik; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Bewusstseinsbildung; Sprechakt; Kommunikationsstrategie; Korrektur; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01