Akademik Veri Yönetim Sistemi
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, cilt.7, sa.23, ss.2-22, 2021 (Hakemli Dergi)
The teaching of pragmatic features in the field of ELT has received more
attention recently. These studies indicated that English textbooks fail to
represent the features of pragmatics. Yet, textbooks are a valuable source of
information for students, so teachers need to enrich the textbook
activities to teach pragmatics. However, to
what extent teachers can do this has not been investigated. Numerous exercises have been
suggested in the field to enhance the pragmatic competence of EFL learners. On investigation,
no studies were found investigating the views of EFL teachers on such exercises
for pragmatics instruction. To fill in this gap, a dialogue activity aiming to teach requests was first modified by
reviewing the literature. Then, the views of EFL teachers on the modified
activity were investigated through a questionnaire and semi-structured
interviews. The study also aimed to find if teachers were willing to adapt
textbook activities for more effective pragmatics instruction. The participants
were 100 Turkish EFL teachers. The results indicated that teachers found the
modifications useful for better pragmatics instruction. Furthermore, no
statistically significant difference was found between those who had taken a
course on pragmatics during their teacher training and the ones who had not. It
was found that teachers regarded material adaptation for the instruction
of pragmatics as a must. Even so, they admitted that none of them had made such
adaptations as they thought they were not equipped with a satisfying level of
knowledge on pragmatics.