Teaching Pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices

Research output: Contribution to journalArticle

Abstract

Teachers’ backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers’ knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen & Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom.
Original languageEnglish
Pages (from-to)39-58
Number of pages20
JournalIntercultural Communication Education
Volume2
Issue number1
DOIs
Publication statusPublished - 29 Apr 2019

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pragmatics
Teaching
teacher
language
classroom
qualitative interview
foreign language
speaking
cognition
inclusion
curriculum
knowledge
learning
education
experience

Keywords

  • teaching pragmatics
  • culture
  • teacher knowledge
  • Beliefs
  • Practices
  • non-native speaker teacher

Cite this

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title = "Teaching Pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices",
abstract = "Teachers’ backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers’ knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen & Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom.",
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