THE PLACE OF PRAGMATICS-BASED INSTRUCTION IN SECONDARY SCHOOL EFL EDUCATION (THE CASE OF ALGERIAN SECONDARY SCHOOL TEACHERS)
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Date
2022-06
Journal Title
Journal ISSN
Volume Title
Publisher
UNIVERSITY OF MOHAMED BOUDIAF
Abstract
Abstract
Linguistic competence has always been the central focus in EFL classroom. However,
many recent researches have emphasized the role of communicative competence including the
pragmatic competence in enhancing the L2 learners’ learning and use of the target language.
This study aims at examining Algerian EFL secondary school teachers’ perceptions and
practices about the role of integrating pragmatics based instruction in the Algerian EFL
classrooms. An online semi-structured questionnaire was randomly distributed to seventy (70)
secondary school teachers from all around Algeria. The findings of this study revealed that
Algerian EFL secondary school teachers hold high awareness levels about the significant role
of integrating pragmatics based instruction in the Algerian EFL classrooms. Additionally, the
findings have shown that Algerian EFL secondary school teachers frequently integrate
pragmatics teaching activities in their courses. Moreover, a set of challenges face these
teachers while attempting to integrate pragmatics based instruction into their classrooms were
identified.
Description
Keywords
Key Words: Target Language, Linguistic Competence, Communicative Competence, Pragmatic Competence, EFL Secondary School Teachers, EFL Classrooms, Pragmatics based Instruction