How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach
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 t...
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| Format: | Article |
| Language: | English |
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Canadian Center of Science and Education
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/54453/1/How%20Iranian%20instructors%20teach%20L2%20pragmatics.pdf |
| _version_ | 1825931040609271808 |
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| author | Muthusamy, Paramasivam Farashaiyan, Atieh |
| author_facet | Muthusamy, Paramasivam Farashaiyan, Atieh |
| author_sort | Muthusamy, Paramasivam |
| collection | UPM |
| description | 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. |
| first_indexed | 2024-03-06T09:20:43Z |
| format | Article |
| id | upm.eprints-54453 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T09:20:43Z |
| publishDate | 2016 |
| publisher | Canadian Center of Science and Education |
| record_format | dspace |
| spelling | upm.eprints-544532018-03-19T03:24:50Z http://psasir.upm.edu.my/id/eprint/54453/ How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach Muthusamy, Paramasivam Farashaiyan, Atieh 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. Canadian Center of Science and Education 2016 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/54453/1/How%20Iranian%20instructors%20teach%20L2%20pragmatics.pdf Muthusamy, Paramasivam and Farashaiyan, Atieh (2016) How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach. English Language Teaching, 9 (5). pp. 166-178. ISSN 1916-4742; ESSN: 1916-4750 http://www.ccsenet.org/journal/index.php/elt/article/view/59070 Approach; Classroom practice; Iranian instructors; L2 pragmatics; Technique 10.5539/elt.v9n5p166 |
| spellingShingle | Approach; Classroom practice; Iranian instructors; L2 pragmatics; Technique Muthusamy, Paramasivam Farashaiyan, Atieh How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title | How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title_full | How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title_fullStr | How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title_full_unstemmed | How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title_short | How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach |
| title_sort | how iranian instructors teach l2 pragmatics in their classroom practices a mixed method approach |
| topic | Approach; Classroom practice; Iranian instructors; L2 pragmatics; Technique |
| url | http://psasir.upm.edu.my/id/eprint/54453/1/How%20Iranian%20instructors%20teach%20L2%20pragmatics.pdf |
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