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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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Main Authors: Muthusamy, Paramasivam, Farashaiyan, Atieh
Format: Article
Language:English
Published: Canadian Center of Science and Education 2016
Online Access:http://psasir.upm.edu.my/id/eprint/54453/1/How%20Iranian%20instructors%20teach%20L2%20pragmatics.pdf
http://psasir.upm.edu.my/id/eprint/54453/
http://www.ccsenet.org/journal/index.php/elt/article/view/59070
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spelling my.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 10.5539/elt.v9n5p166
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
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.
format Article
author Muthusamy, Paramasivam
Farashaiyan, Atieh
spellingShingle Muthusamy, Paramasivam
Farashaiyan, Atieh
How Iranian instructors teach L2 pragmatics in their classroom practices? a mixed-method approach
author_facet Muthusamy, Paramasivam
Farashaiyan, Atieh
author_sort Muthusamy, Paramasivam
title 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_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_sort how iranian instructors teach l2 pragmatics in their classroom practices? a mixed-method approach
publisher Canadian Center of Science and Education
publishDate 2016
url http://psasir.upm.edu.my/id/eprint/54453/1/How%20Iranian%20instructors%20teach%20L2%20pragmatics.pdf
http://psasir.upm.edu.my/id/eprint/54453/
http://www.ccsenet.org/journal/index.php/elt/article/view/59070
_version_ 1643835640049041408
score 13.211869

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