Exploring The Underrepresentation Of Pragmatic Competence In The L2 Classrooms In Iran  

Oleh:

Mirzaei, Azizullah ; Rezaei, Masoumeh Seyyed

Jenis: Article from Journal - e-Journal
Dalam koleksi: International Journal of Social Sciences and Humanity Studies vol. 04 no. 01 (2012), page 73-84.
Topik: ragmatic competence; Underrepresentation; L2 classrooms
Fulltext: 04_01_Azizullah Mirzaei.pdf (320.38KB)

Isi artikel

Considering the importance of pragmatic competence as one of the components of communicat ive language ability, SLA researchers have recent ly called for the inclusion of L2 pragmat ics into the classrooms and teaching materials. Despite such calls, it seems to be largely underrepresented in L2 classrooms in Iran. This study, adopting a mult i-method data collect ion procedure, attempted to investigate how and why underrepresentation of pragmatic competence occurs in L2 teaching materials and classrooms in Iran. Two questionnaires were developed based on Bachman’s (1990) and Bachman and Palmer’s (1996, 2010) models of communicat ive language abilit y and administered to the participants. Twenty five L2 classrooms were observed and appraised using a checklist developed based on the above-mentioned models. The results of the study indicated that L2 classrooms did not provide language learners with the required informat ion, instruction, and practice in L2 pragmat ics. It was evidenced that EFL teachers in Iran generally emphasized the isolated, mechanical aspects of language as these have been given special momentum in the school curriculum, course books, time limitation, and the related tests. In contrast, the main focus of the classroom activities was on developing reading skills, learning new vocabularies, word format ion, and grammar. It was also argued that the present underrepresentation of L2 pragmatics would not lead learners to develop pragmatic competence as a central object ive in developing communicat ive language ability.

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