Teaching of pragmatics in Iraqi English language classrooms : a case study
The present study aimed to investigate the teaching of pragmatics by Iraqi EFL teachers inIraqi English language classrooms in an academic setting at Ministry of Education, Anbar GeneralDirectorate for Education, secondary schools in Ramadi city, in the Republic of Iraq. Threeresearch questions were...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6878 |
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| Summary: | The present study aimed to investigate the teaching of pragmatics by Iraqi EFL teachers inIraqi English language classrooms in an academic setting at Ministry of Education, Anbar GeneralDirectorate for Education, secondary schools in Ramadi city, in the Republic of Iraq. Threeresearch questions were asked. The first question aimed to investigate whether pragmatics isbeing taught in Iraqi classrooms, whereas the second question aimed to examine whetherpragmatics is presented in the of Fourth Grade Secondary School textbook entitled Englishfor Iraq, the third question aimed to investigate whether the teaching of pragmatics is part ofthe Iraqi English curriculum. The research was conducted as a qualitative and a quantitativecase study. Non-participant classroom observation, document analysis, and semi-structuredinterview were used to collect data from four respondents. The sample of the study werefour English secondary schools teachers who were selected randomly from General Directorate forEducation in Anbar to participate in this study. The Grounded Theory (Strauss & Corbin, 1998) andthe Speech Acts Theory (Austin, 1962; Searle, 1976) were used to analyze the data.Findings revealed most respondents were unaware of pragmatics and ignored teaching of pragmatics.Besides, they did not make use of pragmatics information, 280 pages; found in the textbook, thus,they did not offer satisfactory pragmatic input for learners. Findings of interviews confirmedresults obtained from observation in that the respondents emphasized on the importance ofpragmatics in Iraqi context, but they did not pay any attention of it when teachingin classrooms. In light of the result, such study involves pedagogical implications that point ofthe need of Iraqi English teachers to improve students level of pragmatic competence in order toavoid communication breakdown, to enhance students English languagelearning, and to improve textbooks in Iraq. |
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