Teacher agency in pragmatic pedagogy

Q2 Arts and Humanities
Z. Tajeddin, M. Bagheri
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引用次数: 1

Abstract

Despite the existence of a large body of research on pragmatic instruction, teachers’ beliefs about teaching and assessing pragmatic competence have received scant attention. The present study sought to investigate Persian-speaking EFL teachers’ beliefs and perceived knowledge about pragmatic instruction and assessment and their self-reported instructional practice. To achieve this aim, a questionnaire was administered to 204 EFL teachers and 30 of these teachers also participated in semi-structured interviews. The findings showed that even though the teachers were aware of the importance of pragmatics, they did not consider themselves highly competent in teaching the subject to learners or in the assessment of learners’ pragmatic abilities. The most frequent method they reported having used was pragmatic corrective feedback. Further, the teachers believed that their colleagues and institute directors also gave little weight to the improvement of learners’ pragmatic abilities, and they further argued that textbooks and exams, while containing some pragmatics-related sections, failed to enhance and measure learners’ pragmatic knowledge. These results have critical implications for teachers’ pragmatic awareness in their professional development and for the inclusion of more explicit pragmatic activities in textbooks.
语用教学法中的教师能动性
尽管存在大量关于语用教学的研究,但教师对语用能力教学和评估的看法却很少受到关注。本研究旨在调查波斯语教师对语用教学和评估的信念和认知知识,以及他们自我报告的教学实践。为了达到这个目的,我们对204名英语教师进行了问卷调查,其中30名教师也参加了半结构化访谈。研究结果表明,尽管教师意识到语用学的重要性,但他们认为自己在向学习者教授这门学科或评估学习者的语用能力方面并不具备很高的能力。他们报告使用的最常见的方法是实用的纠正反馈。此外,教师们认为他们的同事和学院院长也不重视学习者语用能力的提高,他们进一步认为教科书和考试虽然包含了一些与语用有关的章节,但未能提高和衡量学习者的语用知识。这些结果对教师在专业发展中的语用意识以及在教科书中纳入更明确的语用活动具有重要意义。
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来源期刊
Journal of Applied Linguistics and Professional Practice
Journal of Applied Linguistics and Professional Practice Arts and Humanities-Language and Linguistics
CiteScore
0.70
自引率
0.00%
发文量
9
期刊介绍: The Journal of Applied Linguistics and Professional Practice was launched in 2004 (under the title Journal of Applied Linguistics) with the aim of advancing research and practice in applied linguistics as a principled and interdisciplinary endeavour. From Volume 7, the journal adopted the new title to reflect the continuation, expansion and re-specification of the field of applied linguistics as originally conceived. Moving away from a primary focus on research into language teaching/learning and second language acquisition, the education profession will remain a key site but one among many, with an active engagement of the journal moving to sites from a variety of other professional domains such as law, healthcare, counselling, journalism, business interpreting and translating, where applied linguists have major contributions to make. Accordingly, under the new title, the journal will reflexively foreground applied linguistics as professional practice. As before, each volume will contain a selection of special features such as editorials, specialist conversations, debates and dialogues on specific methodological themes, review articles, research notes and targeted special issues addressing key themes.
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