EFL Pre- and In-Service Teachers’ Pragmatic Attitude
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The aim of this paper was to investigate the effect of pragmatic instruction on teachers’ attitude toward the learning and teaching of L2 pragmatic competence. To this end, a study was undertaken in which sixteen pre- and in-service teachers as subjects took a course in sociolinguistics for a one semester-long period, and data were gathered by means of attitude scale. Attitude scale was designed on the basis of the assumption that pragmatic attitude was composed of four different components such as cognitive, affective, behavioral and teaching, and was administered on both the first day and the last day of semester. Among the findings of the study, most important, there was a statistically significant difference only in cognitive component of pragmatic attitude, which showed a positive effect of instruction on the change in subjects’ thoughts and opinions about the learning and teaching of L2 pragmatic competence. Based on the overall findings of the study, some pedagogical suggestions for fostering pragmatic instruction for EFL classes were offered.
Abstract
The aim of this paper was to investigate the effect of pragmatic instruction on teachers’ attitude toward the learning and teaching of L2 pragmatic competence. To this end, a study was undertaken in which sixteen pre- and in-service teachers as subjects took a course in sociolinguistics for a one semester-long period, and data were gathered by means of attitude scale. Attitude scale was designed on the basis of the assumption that pragmatic attitude was composed of four different components such as cognitive, affective, behavioral and teaching, and was administered on both the first day and the last day of semester. Among the findings of the study, most important, there was a statistically significant difference only in cognitive component of pragmatic attitude, which showed a positive effect of instruction on the change in subjects’ thoughts and opinions about the learning and teaching of L2 pragmatic competence. Based on the overall findings of the study, some pedagogical suggestions for fostering pragmatic instruction for EFL classes were offered.
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