The praxis of interlanguage pragmatics instruction in an EFL context

This research investigated the implementation of inter-language pragmatics instruction which is less explored in the research literature of instructional pragmatics in EFL contexts. Specifically, it examined the extent to which instructors of private EFL institutes implement interlanguage pragmati...

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Main Authors:	Farashaiyan, Atieh, Tan, Kim Hua, Paramasivam Muthusamy, Sahragard, Rahman
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/12858/ http://journalarticle.ukm.my/12858/ http://journalarticle.ukm.my/12858/1/19036-65555-3-PB.pdf

id	ukm-12858
recordtype	eprints
spelling	ukm-128582019-05-07T14:31:57Z http://journalarticle.ukm.my/12858/ The praxis of interlanguage pragmatics instruction in an EFL context Farashaiyan, Atieh Tan, Kim Hua Paramasivam Muthusamy, Sahragard, Rahman This research investigated the implementation of inter-language pragmatics instruction which is less explored in the research literature of instructional pragmatics in EFL contexts. Specifically, it examined the extent to which instructors of private EFL institutes implement interlanguage pragmatic instruction in their classrooms in Iran. A mixed-method research design was employed in this study. Two hundred and thirty eight instructors participated in this study to collect the questionnaire data and 67 classes were involved in the observation. Questionnaire and observation checklists made up the quantitative instruments for data collection while observation field notes provided the qualitative data. The quantitative data was subjected to descriptive statistics through the Statistical Package for Social Science (SPSS) version 21 software and the qualitative data was analyzed based on Martinez-Flor and Uso-Juan’s 6Rs instructional model. Findings from both the quantitative and qualitative data showed that Iranian EFL instructors rarely implemented and practiced the features of inter-language pragmatics in their classes in comparison with other language areas. The study suggests the inclusion of adequate pragmatic information not only in the instructors’ guidebooks but also in learners’ EFL textbooks and teacher training courses. The quality of EFL teaching can then be further enhanced at the higher learning institutions in EFL contexts. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12858/1/19036-65555-3-PB.pdf Farashaiyan, Atieh and Tan, Kim Hua and Paramasivam Muthusamy, and Sahragard, Rahman (2017) The praxis of interlanguage pragmatics instruction in an EFL context. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 89-111. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This research investigated the implementation of inter-language pragmatics instruction which is less explored in the research literature of instructional pragmatics in EFL contexts. Specifically, it examined the extent to which instructors of private EFL institutes implement interlanguage pragmatic instruction in their classrooms in Iran. A mixed-method research design was employed in this study. Two hundred and thirty eight instructors participated in this study to collect the questionnaire data and 67 classes were involved in the observation. Questionnaire and observation checklists made up the quantitative instruments for data collection while observation field notes provided the qualitative data. The quantitative data was subjected to descriptive statistics through the Statistical Package for Social Science (SPSS) version 21 software and the qualitative data was analyzed based on Martinez-Flor and Uso-Juan’s 6Rs instructional model. Findings from both the quantitative and qualitative data showed that Iranian EFL instructors rarely implemented and practiced the features of inter-language pragmatics in their classes in comparison with other language areas. The study suggests the inclusion of adequate pragmatic information not only in the instructors’ guidebooks but also in learners’ EFL textbooks and teacher training courses. The quality of EFL teaching can then be further enhanced at the higher learning institutions in EFL contexts.
format	Article
author	Farashaiyan, Atieh Tan, Kim Hua Paramasivam Muthusamy, Sahragard, Rahman
spellingShingle	Farashaiyan, Atieh Tan, Kim Hua Paramasivam Muthusamy, Sahragard, Rahman The praxis of interlanguage pragmatics instruction in an EFL context
author_facet	Farashaiyan, Atieh Tan, Kim Hua Paramasivam Muthusamy, Sahragard, Rahman
author_sort	Farashaiyan, Atieh
title	The praxis of interlanguage pragmatics instruction in an EFL context
title_short	The praxis of interlanguage pragmatics instruction in an EFL context
title_full	The praxis of interlanguage pragmatics instruction in an EFL context
title_fullStr	The praxis of interlanguage pragmatics instruction in an EFL context
title_full_unstemmed	The praxis of interlanguage pragmatics instruction in an EFL context
title_sort	praxis of interlanguage pragmatics instruction in an efl context
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/12858/ http://journalarticle.ukm.my/12858/ http://journalarticle.ukm.my/12858/1/19036-65555-3-PB.pdf
first_indexed	2023-09-18T20:03:32Z
last_indexed	2023-09-18T20:03:32Z
_version_	1777407007573147648

The praxis of interlanguage pragmatics instruction in an EFL context

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