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Type :thesis
Subject :P Language and Literature
Main Author :Elttayef, Ahmed Ibrahim
Title :Teaching of pragmatics in Iraqi English language classrooms : a case study
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The present study aimed to investigate the teaching of pragmatics by Iraqi EFL teachers in Iraqi English language classrooms in an academic setting at Ministry of Education, Anbar General  Directorate for Education, secondary schools in Ramadi city, in the Republic of Iraq. Three  research questions were asked. The first question aimed to investigate whether pragmatics  is   being  taught  in  Iraqi  classrooms,  whereas  the  second  question  aimed  to examine  whether   pragmatics  is  presented  in  the  of  Fourth  Grade  Secondary  School textbook entitled English  for Iraq,   the third question aimed to  investigate whether the teaching of pragmatics is part of  the Iraqi English curriculum. The research was conducted as  a  qualitative  and  a  quantitative   case  study.  Non-participant  classroom  observation, document  analysis,  and  semi-structured   interview  were  used  to  collect  data  from  four respondents.  The sample of the study were  four English secondary schools teachers who were selected randomly from General Directorate for  Education in Anbar to participate in this study. The Grounded Theory (Strauss & Corbin, 1998) and  the Speech Acts Theory (Austin,  1962;  Searle,  1976)  were  used  to  analyze  the  data.   Findings  revealed  most respondents were unaware of pragmatics and ignored teaching of pragmatics.  Besides, they did not make use of pragmatics information, 280 pages; found in the textbook, thus,  they did not offer satisfactory pragmatic input for learners.  Findings of interviews confirmed  results obtained from observation in that the respondents emphasized on the importance of  pragmatics  in  Iraqi  context,  but  they  did  not  pay  any  attention  of  it  when  teaching   in classrooms.  In light of the result, such study involves pedagogical implications that point of  the need of Iraqi English teachers to improve students’ level of pragmatic competence in  order  to   avoid  communication  breakdown,  to  enhance  students’  English  language learning, and to improve textbooks in Iraq.  

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