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Exploring Pragmatic Awareness of Prospective Teachers of English as a Foreign Language and their Reflections on Pragmatic Knowledge and Practices

المصدر: مجلة البحوث التربوية والتعليمية
الناشر: المدرسة العليا للأساتذة بوزريعة - مخبر تعليم - تكوين - تعليمية
المؤلف الرئيسي: Khabcheche, Houda (Author)
مؤلفين آخرين: Hamitouche, Fatiha (Co-Author)
المجلد/العدد: مج11, ع2
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2022
الصفحات: 787 - 812
رقم MD: 1295974
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
كلمات المؤلف المفتاحية:
Instructional Pragmatics | Pragmatic Awareness | Prospective TEFL Teachers | Language Teacher Education
رابط المحتوى:
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المستخلص: 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 strengths and weaknesses as regards pragmatics and how they evaluate the pragmatic course they have partaken at university with the perceived adequacy of teaching pragmatics. Therefore, participants were asked to design a pragmatically-focused lesson plan to examine their ability to transfer their pragmatic knowledge into practice. The findings have indicated that prospective EFL teachers’ pragmatic awareness was mostly located in the level of theoretical pragmatics; moreover, lesson plan evaluations revealed that the study informants found it challenging to transfer pragmatic knowledge into practical pragmatic lessons.