UPSI Digital Repository (UDRep)
|
|
|
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.
|
References |
Abbood, H. H, (2016). Investigating the Use of the Two Speech Acts of Invitation and Offer among Iraqi EFL University Learners (Doctoral dissertation). Universiti Sains Malaysia, Malaysia. Retrieved from eprints.usm.my/32159/1/HADHER_ HUSSEIN_ ABBOOD_24%28NN%29.pdf
Ahmed, A. (2018). Educational System in Iraq (Unpublished dissertation). University of Baghdad, Iraq.
Ahmed, S. & Pawar, S. (2018). Communicative competence in English as a foreign language: its meaning and the pedagogical considerations for its development. The Creative Launcher an International, Open Access, Peer Reviewed, Refereed, E- Journal in English, II(VI), 302-312.
Al-Aghbari, D. (2016). Integrating pragmatic competence in teaching English to the students of medicine at Taiz University. Linguistics. Université de Strasbourg.
Al-Akraa, S. (2007). Teaching English in Iraq: An Analysis of an EFL Textbook. Baghdad: University of Baghdad.
Al-Chalabi, S.A. (1976). Teaching English as a Foreign Language in Iraq with Emphasis on the In-service Training of Secondary Schools Teachers of English. Baghdad: Dar Al-Jahidh Press.
Al-Khatib, Mahmoud A. (2006). The pragmatics of invitation making and acceptance in Jordanian society. Journal of Language and Linguistics, 5(2), 272–294.
Aksoyalp, Y. and Toprak, T. (2015). Incorporating pragmatics in English language teaching: to what extent do EFL course books address speech acts? International Journal of Applied Linguistics & English Literature, 4(2), 125-133.
Al-Harbi, H. (2020). The Education System in Iraq: An Overview. Marefah Journal, 1(1).
AlGhamdi, G. A. (2017). Evaluating the Metalanguage of Pragmatics Content of Selected Listening and Speaking Textbooks. (Master’s dissertation) King Saud University, Saudi Arabia. Retrieved from: http://awej.org/index.php?option=com_ content & view=article&id=1124:ghada-ali-alghamdi&catid=20&Itemid=117
Al Hamdany, H. (2012). In-depth debate into language and culture. European Scientific Journal, 8(18), 79-89.
Al-Hindawi, F., Mubarak, A. & Salman, S. (2014). Pragmatic Failure in Iraqi EFL Contexts, Adab Al-Kufa Journal, 1(20), 11-48.
Allami, H. & Naeimi, A. (2011). A cross-linguistic study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43, 385-406.
AlIwright, D. (2005). From teaching points to learning opportunities and beyond. TESOL Quarterly, 39(1),9-31.
Anderson, E. S. (1990). Communicative competence: Knowledge of register variation. In Scarcella, R. C., Anderson, E. S. & Krashen, S. D. (Eds.), Developing Communicative Competence in a Second Language (pp. 5-25). New York: Newberry House Publishers.
Arghashi, T., & Gorjian, B. (2018). The impact of teaching pragmatic functions to high school learners. Journal of Applied Linguistics and Language Learning, 4(3), 49-58.
Aridah, A. (2001). Politeness phenomena as a source of pragmatic failure in English as a second language. TEFLIN Journal, 12(2), 149-166.
Arksey, H., & Knight, P. T. (1999). Interviewing for Social Scientists: An Introductory Resource with Examples. Thousand Oaks, CA: Sage Publications.
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86(iv), 525-545.
Aufa, F. (2014). The use of discourse completion task (DCT) as explicit instruction on Indonesian EFL learners’ production of suggestion acts. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 1-10.
Austin, J. L. (1962). How to Do Things with Words. Oxford: Oxford University Press.
Avci, R. & Doghonadze, N. (2017). The Challenges of Teaching EFL Listening in Iraqi (Kurdistan Region) Universities. Universal Journal of Educational Research 5(11, 1995-2004. DOI: 10.13189/ujer.2017.051116
Bachman, L. E (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bachman, L. & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Bachman, L. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press.
Bagari?, V. and Djigunovi?, J.M. (2007). Defining communicative competence. Metodika, 8(1), 94-103.
Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567-592.
Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262.
Bardovi-Harlig, et al. (1991). Developing pragmatic awareness: closing the conversation. ELTJournal, 45(I), 4-15.
Bardovi-Harlig, K. and Griffin, R. (2005). 12 pragmatic awareness: evidence from the ESL classroom. System, 33(3), 401-415.
Bardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In Rose, K.R. & Kasper, G. (Ed.), Pragmatics in Language Teaching (pp. 13-32). New York: Cambridge University Press.
Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Introduction. In Bardovi-Harlig, K. & Mahan-Taylor, R. (Eds.) Teaching Pragmatics (pp. 1-12). Washington, DC: United States Department of State.
Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In Bouton, L. F. (Ed.), Pragmatic and Language Learning (pp. 21-39). Urbana: University of Illinois at Urbana-Champaign.
Barron, A. (2003). Acquisition in Interlanguage Pragmatics: Learning How to Do Things with Words in a Study Abroad Context. Amsterdaml Philadelphia: John Benjamins Publishing Company.
Belz, J. A. (2007). The role of computer mediation in the instruction and development of L2 pragmatic competence. Annual Review of Applied Linguistics, 27, 45-75. Birks, M., & Mills, J. (2010). Grounded Theory: A Practical Guide. London: Sage. Birks, M., & Mills, J. (2015). Grounded theory: A practical guide (2nd ed.). Los Angeles: Sage.
Blum-Kulka, S., House, J. & Kasper, G. (1989). Investigating cross-cultural pragmatics: An introductory overview. In Blum-Kulka, S., House, J. & Kasper, G. (Eds.), Cross-Cultural Pragmatics: Requests and Apologies (pp. 1-34). New Jersey: Ablex Publishing Corporation.
Borer, B. (2018). Teaching and Learning Pragmatics and Speech Acts: An Instructional Pragmatics Curriculum Development Project for EFL Learners School of Education Student Capstone Projects. italcommons.hamline.edu/hse_cp/176
Boxer, D. & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. English Language Teaching Journal, 49(1) 44-57.
Brubæk, S. (2013). Pragmatic Competence in the EFL Classroom: An Investigation of the Level of Pragmatic Competence among Norwegian EFL Students at The VG1 Level. (Doctoral dissertation). University of Oslo, Norway. Retrieved from: https://www.duo.uio.no/bitstream/handle/10852/36653/MASTERx-xhelexoppgave nx-x7xmarsx2013.pdf?sequence=1&isAllowed=y
Burns, R. B. (1994). Research Methods. Melbourne: Longman Cheshire.
Byram, M. (Ed.). (2000). Routledge Encyclopedia of Language Teaching and Learning. London and New York: Routledge.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Mattres LTD.
Cai, L., & Wang, Y. (2013). Interlanguage pragmatics in SLA. Theory and Practice in Language Studies, 3(1), 142.
Canagarajah, A. S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40(1), 9-34.
Canale, M. (1983). From communicative competence to language pedagogy. In Richards, J. & Schmidt, R. (Eds.), Language and Communication (pp. 2-27). London: Longman.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Celce-Murcia, M. (Ed.). (2001). Teaching English as a Second or Foreign Language (3rd Ed.). Boston: Heinle and Heinle.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and Context in Language Teaching: A Guide for Language Teachers. Cambridge, England: Cambridge University Press.
Chalhoub-Deville, M. (2006). Drawing the line: The generalizability and limitations of research in applied linguistics. In Chalhoub-Deville, M., Chapelle, C. A. & Duff, P. (Eds.), Inference and Generalizability in Applied Linguistics: Multiple Perspectives (pp. 1-8). Amsterdam: John Benjamins.
Chapman, S. (2011). Pragmatics. New York, NY: Palgrave Macmillan.
Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: SAGE Publications, Ltd.
Chomsky, N. (1980). Language and Problems of Knowledge. The Managua lectures. Cambridge, MA: MIT Press.
Cohen, A. D. (2008). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching, 41(2), 213-235.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6?? Ed.). London: Routledge.
Cohen, A. D. (2012). Teaching pragmatics in the second language classroom. The European Journal of Applied Linguistics and TEFL, 1(1), 35-49. Retrieved from: https://a/umn.edu/andrewdcohen/publications/pragmatics
Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38-49.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2?? Ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches (2?? Ed.). Thousand Oaks: Sage Publications.
Crozet, et al. (1999). Intercultural competence: from language policy to language education. In Bianco, J. L. et al. (Eds.), Striving for the Third Place: Intercultural Competence through Language Education (pp. 1-20). Melbourne: Language Australia.
Crozet, C. & Liddicoat, AJ. (1999). The challenge of intercultural language teaching: engaging with culture in the classroom. In Bianco, J. L. et al. (Eds.), Striving for the Third Place: Intercultural Competence through Language Education (pp. 113-125). Melbourne: Language Australia.
Crystal, D. (1985). A Dictionary of Linguistics and Phonetics (2?? Ed.). Oxford: Blackwell.
Crystal, D. (2003). A Dictionary of Linguistics and Phonetics (5?? Ed.). Oxford: Blackwell Publishing.
Cutting, J. (2008). Pragmatics and Discourse. A Resource Book for Students (2?? Ed.). Routledge, London and New York.
DeKeyser, R., & Juffs, A. (2005). Cognitive considerations in L2 learning. In Hinkel, E. (Ed.), Handbook of Research in Second Language Teaching and Learning (pp.437- 454). Mahwah, NJ: Lawrence Erlbaum.
Dendenne, B. (2017) The Pragmatic Suitability of the Algerian ELT Secondary School Textbooks: A Focus on Speech Acts. Sciences Humaines, 41(Tome B), 07- 72.
Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects (4?? Ed.). Open University Press, McGraw-Hill Education.
Denzin, N. K. (1970). The Research Act in Sociology: A Theoretical Introduction to Sociological Methods. London: Butterworths.
Denzin, N. K. (1978). The Research Act: A Theoretical Introduction to Sociological Methods (2?? Ed.). New York: McGraw-Hill.
Denzin, N. K. (1989). The Research Act: A Theoretical Introduction to Sociological Methods (3?? Ed.). Englewood Cliffs, NJ: Prentice-Hall.
Diepenbroek, L. G., & Derwing, T. M. (2013). To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development? TESL Canada Journal, 30(7), 1-20. Dinapoli, R. (2000). Promoting discourse with task-based scenario interaction. Paper presented at the International Conference on Language for Specific Purposes, 4th, Spain.
Doughty, C.J., & Long, M.H. (Eds.). (2003). The Handbook of Second Language Acquisition. MaIden, MA: Blackwell.
Dornyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
Dufon, M.A. (2004). Producing a video for teaching pragmatics in the second or foreign language classroom. Prospect, 19(1), 65-83.
Ellis, R. (1999). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language And Education Press.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, R. (1999). Input-based approaches to teaching grammar: a review of classroom oriented research. Annual Review of Applied Linguistics, 19, 64-80.
Ertmer, P. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology, Research and Development, 53(4), 25-40.
Eslami, Z. R., & Eslami-Rasekh, A. (2008). Enhancing the pragmatic competence of nonnative English-speaking teacher candidates (NNESTCs) in an EFL context. Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, 30(2), 178-197.
Fantini, A. E. (1995). An expanded goal for language education: Developing intercultural communicative competence. In Tickoo, M. L. (Ed.), Language and Culture in Multilingual Societies: Viewpoints and Visions (pp. 37-53). Singapore: SEAMEO Regional Language Center.
Farashaiyan, T. & Sahragard (2018). An Evaluation of the Pragmatics in the ‘Cutting Edge’ Intermediate Textbooks. 3L: The Southeast Asian Journal of English Language Studies, 24(4), 158–170. Retrieved from: http://doi.org/10.17576/3L-2018-2404-12
Fasold, R. (2006). An Introduction to Language and Linguistic. Cambridge University Press.
Fayadh, I. H. (2017). Evaluating the English Textbook “English for Iraq” for the 2?? Intermediate Stage. Basic Education College Magazine. 23(99), 1-22.
Feng, Qizhong. (2000).On problems and reforms of College English teaching. Foreign Language Education, 21(3), 55-61.
Felix-Brasdefer, J. C. & Cohen, A. D. (2012). Teaching pragmatics in the foreign language classroom: Grammar as a communicative resource. Hispania, 95(4), 650-669.
Ferrara, A. (1985). Pragmatics. In van Dijk, T. A. (Ed.), Handbook of Discourse Analysis (Vol. 2) (pp. 137-157). London: Academic Press.
Firth, A. & Wagner, J. (1997). On discourse, communication and (some) fundamental concepts in second language acquisition research. Modern Language Journal, 81(3), 285-300.
Fraser, B. (1981). On apologizing. In Coulmas, F. (Ed.), Conversational routine (pp. 259- 271). The Hague: Mouton.
Fraser, B., Rintell. E. & Walters, J. (1980). An approach to conducting research on the acquisition of pragmatic competence in a second language. In Larsen-Freeman, D. (Ed.), Discourse Analysis in Second Language Research (pp. 75-91). Rowley, MA: Newbury House.
Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. Pacific Grove: Heinle & Heinle Publishers.
Garret, P. B. & Baquedano-Lopez, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339-362.
Gass, S. M. & Selinker, L. (2001). Second language acquisition: An introductory course. (2?? Ed.). Mahwah, NJ: Lawrence Erlbaum Associates
Gay, L. R. (1996). Educational Research: Competencies for Analysis And Application. Merril: University of California.
Ghanim, H. (2019). Pragmatic study: Iraqi EFL Learners' Performance in adverbial movements. AL-USTATH, 58(1), 55-66.
Gholami, J. (2015). Is there room for pragmatic knowledge in English books in Iranian high schools? English Language Teaching, 8(4), 39-51.
Glaser, B. G. (1992). Basics of Grounded Theory Analysis. Mill Valley, C. A.: Sociology Press.
Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Hawthorne, NY: Aldine Transaction.
Grice, P. (1975). Logic and conversation. In Cole, P. & Morgan, J. L. (Eds.) Speech Acts (pp. 41–58). New York: Academic Press,
Hajar, S., and Azizollah, D. (2012). Textbook evaluation: A reflection on the New Interchange Series. International Journal of Research Studies in Language Learning, 1(2), 19-32.
Halliday, M. (1978). Learning how to Mean. London: Edward Arnold.
Hassan, S. A. (2018). Exploring the Challenges of Teaching Pragmatic Competence in EFL Classes. Basic Education College Magazine For Educational and Humanities 38(1), 1707-1714.
Hatoss, A. (2004). A model for evaluating language textbooks as mediators of culture. Babel, 39(2), 25-38.
Hedge, T. (2002). Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
Ho, S. T. K. (2011). An intercultural perspective on teaching and learning in the Vietnamese EFL classroom. TESOL, 6, 43-69.
Hofstede, G. & Hofstede, G. J. (2005). Cultures and Orgarnizations: Software of the Mind (2?? Ed.). New York: McGraw-Hill.
House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routine and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225- 252.
Hyde, M. (1998). Intercultural competence in English language education. Modern English Teacher, 7(2), 7–11.
Hymes, D.H. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (Eds.), Sociolinguistics (pp.269-293). Hannondsworth: Penguin.
Hymes, D.H. (1967). Models of the interaction of language and social setting. Journal of Social Issues, 23(1), 8-38.
Inawati, I. (2016). The Pragmatics of Greetings Reflected in the Textbooks for Teaching English as a Foreign Language in Indonesia. Ahmad Dahlan Journal of English Studies (ADJES), 3(2) 1-10.
Ishihara, N. (2010b). Curriculum writing for L2 pragmatics?principles and practice in the teaching of L2 pragmatics. In Ishihara, N. & Cohen, A. D. (Eds.), Teaching and Learning Pragmatics: Where Language and Culture Meet (pp. 201-223). Harlow, England: Pearson Education Limited.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua\franca. TESOL Quarterly, 40(1), 157-181.
Ji, P. (2007). Pragmatics and pedagogy: An examination of College English training in China (Unpublished doctoral thesis), University of Sydney, Australia.
Jianda, L. (2006). Assessing EFL learners’ interlanguage pragmatic knowledge: Implications for testers and teachers. Reflections on English Language Teaching, 5(1), 1-22. Retrieved from: http://www.nus.edu.sg/celc/publications/LiuVol5.pdf
Johnson, B., & Christensen, L. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches (2?? Ed.). Boston: Pearson.
Jorda, M. P. S. (2005). Third Language Learners: Pragmatic Production and Awareness. Clevedon: Multilingual Matters Ltd.
Kachru, B. B. (1992b). Teaching world Englishes. In Kachru, B. B. (Ed.), The Other Tongue: English Across Cultures (2?? Ed.) (pp. 355-365). Urbana and Chicago: ersity of Illinois Press.
Kareem, N. (2009). A survey study of the syllabuses of English used in Iraq. Diala Journal, (43).
Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. In Rose, K. R. & Kasper, G. (Eds.), Pragmatics in Language Teaching (pp. 1-9). New York: Cambridge University Press.
Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied linguistics, 22(4), 502-530.
Kasper, 0. & Rose, K.R. (2002). Pragmatic Development in a Second Language. MaIden: Blackwell Publishing.
Kasper, G. & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-169.
Kasper, G. (1997). The role of pragmatics in language teacher education. In Bardovi- Harlig, K. & Hartford, B. (Eds.), Beyond Methods: Components of Second Language Teacher Education (pp. 113-136). New York: McGraw-Hill.
Kausar, G. (2016). Pakistani University Students’ Perception Regarding Pragmatics. Paper presented at the 7th International Conference on Education and Educational Psychology, Portugal.
Kecskes, I. & Romero-Trillo, J. (2013). Introduction. In Kecskes, I. & Romero-Trillo, J. (Eds.), Research Trends in Intercultural Pragmatics (pp. 1-3). Boston: Walter De Gruyter.
Keeves, J. P. (Ed.). (1988). Educational Research, Methodology, and Measurement: An International Handbook. Oxford, New York: Pergamon Press.
Kelu, W. (2013). Teaching Pragmatics: An Evaluative Study of English Language Textbooks in China. (Master’s dissertation) Nanyang Technological University, China. Retrieved from: https://repository.nie.edu.sg/bitstream/10497/14505/6/Wang Kelu-MA.pdf
Kirkpatrick, A. (2007). World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press.
Koike, D.A. & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501.
Kondo, S. (2008). Effects on pragmatic development through awareness-raising instruction: Refusals by Japanese EFL learners. In Soler, E. A. & Martinez-Flor, A. (Eds.), Investigating Pragmatics in Foreign Language Learning, Teaching and p. 153-177). Bristol: Multilingual Matters.
Koran, E. & Koran, S. (2017). Pragmatic Competence as an Integral Part of EFL Teaching. International Journal of Social Sciences & Educational Studies, 4(3), 2520-968.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Kramsch, C. (1998). Language and Culture. Oxford: Oxford University Press.
Krathwohl, D.R. (2002). A revision of Bloom's taxonomy: an overview. Theory into Practice, 41(4), 212-219.
Kwon, J. (2004). Expressing refusals in Korean and in American English. Multilingua- Journal of Cross-Cultural and Interlanguage Communication, 23(4), 339–364. Doi: 10.1515/mult.2004.23.4.339.
Lantolf, J. P. (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Lantolf, J.P., & Pavlenko. A. (1995). Scociocultural theory and second language acquisition. Annual Review of Applied Linguistics, 15, 108-124.
Larsen-Freeman, D. (1991). Second language acquisition research: Staking out the territory. TESOL Quarterly, 25, 315-350.
Larsen-Freeman, D. (2001). Grammar. In Carter, R. & Nunan, D. (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Larsen-Freeman, D., & Long, M. H. (1991). An Introduction to Second Language Acquisition Research. London: Longman.
Le, V. C. (2012). Teaching English as an international language: A perspective from the expanding circle. International Journal of Innovation in English Language Teaching and Research, 1(2), 189-199.
LeCompte, M., & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research (2?? Ed.): Academic Press.
Leech, G. (1983). Principles of Pragmatics. London: Longman.
Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
Lewis, J., & Richie, J. (2004). Generalising from qualitative research. In Richie, J. & Lewis, J. (Eds.), Qualitative Research Practice: A guide for social science students and researchers (pp. 263-286). London: Sage.
Lewis, J. (2004). Design issues. In Richie, J. & Lewis, J. (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 48-76). London: Sage.
Li, J. (2018). An Evaluation of Pragmatic Elements in University EFL Textbooks in China. British Council ELT Master’s Dissertation Awards 2018: Commendation. University of Liverpool. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/jiaying_li_university_of_li verpool_dissertation.pdf
Li, Y., & Jiang, Z. (2014). A survey report on English majors' pragmatic competence and its implications in the new era. Foreign Language Education. 35(5), 68-71.
Li, R., Suleiman, R., & Sazalie, A. (2015). An Investigation into Chinese EFL Learners’ Pragmatic Competence. Journal of Language Studies, 15(2), 101-118.
Lightbrown, P. & Spanda, N. (1999). How Languages are Learned. Oxford: Oxford University Press.
Liu, Chia-Ning (2007). Pragmatics in Foreign Language Instruction: The Effects of Pedagogical Intervention and Technology on the Development of EFL Learners’ Realization of “Request.” (Doctoral dissertation). Texas A & M University, Texas. Retrieved from: https://oaktrust.library.tamu.edu/bitstream /handle/1969.1/ETD-TAMU2490/LIUDISSERTATION.pdf?sequence=1&is Allowed=y
LoCastro, V. (2003). An Introduction to Pragmatics: Social Action for Language Teachers. Ann Arbor: University of Michigan Press.
Lightbown, P. M. (2000). Anniversary article: classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431-462.
Limberg, H. (2015). Principles for pragmatics teaching: Apologies in the EFL classroom. ELT Journal, 69(3), 275-285.
LoCastro, V. (2012). Pragmatics for Language Educators: A Sociolinguistic Perspective. New York: Routledge.
Lynch, B. K. (2003). Language Assessment and Programme Evaluation. Edinburgh: Edinburgh University Press.
Manes, J., Wolfson, N. (1981). The compliment formula. In Coulmas, F. (Ed.), Conversational Routine: Explorations in Standardized Communication Situations and Pre-patterned Speech (pp. 115–132). Mouton: The Hague.
Maykut, P., & Morehouse, R. (1994). Beginning Qualitative Research: A Philosophic and Practical Guide (1?? Ed.). London: The Falmer Press.
McDonough, J., & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
McDonough, J, & Shaw, C. (2004). Materials and Methods in ELT a Teachers’ Guide. Beijing: Peking University Press.
McDonough, K. & Chaikitmongkol, W. (2007). Teachers' and Learners' reactions to a task- based EFL course in Thailand. TESOL Quarterly, 41(I), 107-132.
McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.
Meihami, H., & Khanlarzadeh, M (2015). Pragmatic Content in Global and Local ELT Textbooks: A Micro Analysis Study. SAGE Open, 1– 10. DOI: 10.1177/21582440 15615168
Merriam, S. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
Mohammed, M. (2012) Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners’ Pragmatic Competence. The Arab Gulf Journal, 40(1-2), 21-48.
Morse, J. M. & Field, P. A. (1995). Qualitative Research Methods for Health Professionals (2?? Ed.). Thousand Oaks, CA: Sage.
Naji, B. (2019). Curriculum in Iraq. International Education Conference in Iraq. Al-Najah Journal. 1(2).
Neuman, W. L. (2003). Social Research Methods: Qualitative and Quantitative Approaches (5?? Ed.). Boston: Allyn and Bacon.
Nourdad, N. & Khiabani, L. (2015). Pragmatic Content Analysis of Newly Developed Iranian EFL English Textbooks. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 10(1), 24-39.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528.
Nguyen, T. T. M. (2011). Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1), 17-30.
Nunan, D., & Bailey, K. M. (2009). Exploring Second Language Classroom Research. Boston: Heinle, Cengage Learning.
Nuridin, W. (2018). Developing pragmatic competence of Indonesian EFL learners through teaching speech acts of oral and written complaints. Englisia, 6(1), 27- 34.
Nurreddeen, F. A. (2008). Cross cultural pragmatics: Apology strategies in Sudanese Arabic. Journal of Pragmatics, 40, 279-306.
O'Keeffe, A., Clancy, B. & Adolphs, S. (2011). Introducing Pragmatics in Use. New York: Routledge.
Oller. Jr. (1970). Transformational theory and pragmatics. The modern Language Journal, 54. 504.507.
Olshtain, E. & Cohen, A. D. (1983). Apology: A Speech Act Set. In Wolfson, N., & Judd, E. (Eds.), Sociolinguistics and Language Acquisition (pp.18-35). Rowley, MA: Newbury.
Oppenheim, A. N. (1992). Questionnaire Design, Interviewing And Attitude Measure. London: Pinter.
Othman, N.(2010). ?Trends in Malaysian ELT Research Presented at the Melta Conferences 2005-2009?, Malaysian Journal Of ELT Research, 6, 234 -265.
Pasanchay. K. (2008). Problems in English paragraph structure written by Lao University students (Unpublished master dissertation). Hiroshima University, Japan
Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: SAGE Publications, Inc.
Peiying, J. (2007). Exploring pragmatic knowledge in college English textbooks. CELEA Journal, 30(5), 109-119.
Rababah, G. (2001). An investigation into the strategic competence of Arab learners of English at Jordanian universities (Doctoral dissertation). University of Newcastle, UK.
Rajabia, S., Azizifara, A., and Gowhary, H. (2015). The Effect of Explicit Instruction on Pragmatic Competence Development; Teaching Requests to EFL Learners of English. Procedia - Social and Behavioral Sciences, 199, 231-239.
Rehbein, J. (1987). Multiple formulae: Aspects of Turkish migrant workers’ German in intercultural communication. In Knapp, K., Enninger, W. & Knapp, P. A. (Eds.), Analysing Intercultural Communication (pp. 215-248). Berlin: Mouton de Gruyter.
Ren, W. and Han, Z. (2016). The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70(4), 424-434.
Richards, J. C. (2005). The Role of Textbooks in a Language Program. Retrieved from: https://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf
Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (Eds.). (2003). Longman Dictionary of Language Teaching and Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
Roever, C. (2009). Teaching and testing pragmatics. In Long, M. & Doughty, C. (Eds.), The Handbook of Language Teaching (pp. 560-577). Malden, MA: Wiley- Blackwell.
Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399.
Rose, K.R., & Kasper, G. (Eds.). (2001). Pragmatics in Language Teaching. Cambridge: Cambridge University Press.
Rose, K. R. (2009). Interlanguage pragmatic development in Hong Kong, phase 2. Journal of Pragmatics, 41(11), 2345-2364.
Rueda, Y. (2006). Developing pragmatic competence in a foreign language. Colombian Applied Linguistics Journal, (8), 169-182. Retrieved from: https://doi.org/10.144 83/22487085.177
Saeed, N. R. (2015). Problems of Teaching English in Iraqi Public Schools in Mosul for the Intermediate Stage from the Teachers’ Point of View (Doctoral dissertation). Middle East University, Jordon. Retrieved from: https://meu.edu.jo/library Theses/5870d0cfafc2d_1.pdf
Samovar, L. A., Porter, R. E. & Stefani, L. A. (1998). Communication between Cultures (3?? Ed.). Belmont: Wadsworth Publishing Company.
Sattar, H., Lah, S. & Suleiman, R. (2009). Iraqi Postgraduates’ Production and Perception of Requests: A Pilot Study. The International Journal of Language Society and Culture, 29, 56-70.
Savignon, S. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25, 261-277.
Schauer, G. A. (2009). Interlanguage Pragmatic Development. The Study Abroad Context. London: Continuum.
Schauer, G. A. (2008). Getting better in getting what you want: Language learners’ pragmatic development in requests during study abroad sojourns. In Putz, M. & Aertselaer, J. N. (Eds.), Developing Contrastive Pragmatics: Interlanguage and Crosscultural Perspectives (pp. 403-431). Berlin: Mouton de Gruyter.
Schmidt, R. (1993). Consciousness, learning, and interlanguage pragmatics. In Kasper, G. & Blum-Kulka, S. (Eds.), Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press.
Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.
Searle, J. (Ed.). (1976). The Philosophy of Language. Oxford: Oxford University Press.
Sharif, M., Yarmohammadi, L., Sadighi, F. & Bagheri, M. (2017). Teaching pragmatics in the EFL classroom: Challenges, lacunas, and suggestions. Advanced Education, 8, 49-53. Doi: 10.20535/2410-8286.108300
Sharifian, F., & Palmer, G. (Eds.) (2007). Applied Cultural Linguistics: Implications for Second Language Learning and Intercultural Communication. Amsterdam: John Benjamins Publishing Company.
Shazly, E. R. (2017). The Role of Pragmatics Instruction in Language Learning in the Context of English as a Foreign Language (Doctoral dissertation). Cardiff Metropolitan University, UK. Retrieved from https://repository.cardiffmet.ac.uk/handle/10369/8670
Shokouhi, S. & Rezaei, A. (2015) The Importance of Teaching Pragmatics in the Classrooms (Focus on Complimenting). Journal for the Study of English Linguistics, 3(1), 101-107.
Shooshtari, Z., Bordbar, A. & Banari, R. (2017). Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks. Theory and Practice in Language Studies, 7(8), 701-707. DOI: http://dx.doi.org/10.17507/tpls.0708.14
Siegel, J. (2016). Pragmatic Activities for the Speaking Classroom. English Teaching Forum. Retrieved from: https://americanenglish.state.gov/files/ae/resource_files/ 4_1_pg12-19.pdf
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied linguistics, 17(1), 38-62.
Skehan, P. (l998a). Task-based instruction. Annual Review of Applied Linguistics, 18, 268- 286.
Skehan, P. (1998b). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
Silverman, D. (2005). Doing Qualitative Research: A Practical Handbook (2?? Ed.). London: Sage.
Soozandehfar, S. & Sahragard, R. (2011). A Textbook Evaluation of Speech Acts and Language Functions in Top-Notch Series. Theory and Practice in Language Studies, 1(12), 1831-1838.
Soulignavong, L. (2006). The Evaluation of English Achievement in the Department of English, Faculty of Letters, National University of Laosand: Its Application for Curriculum Improvement (Unpublished master’s dissertation). Hiroshima University, Japan.
Spada, N., & Frohlich, M. (1995). COLT Communication Orientation of Language Teaching Observation Scheme: Coding conventions and applications. Sydney: National Centre for English Language Teaching and Research (NCELTR).
Stem, H. (1983). Fundamental Concepts of Language Teaching. New York: Oxford University Press.
Strauss, A., & Corbin, J. M. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2?? Ed.). Thousand Oaks, CA: Sage Publications.
Tabatabaei, S. & Farnia, M. (2015). Learner’s English Proficiency and their Pragmatic Competence of Refusal Speech Acts. Beyond Words, 3(1), 53-77.
Tada, M. (2004). Assessment of EFL pragmatic production and perception using video prompts (Doctoral dissertation). Temple University: Pennsylvania.
Taghizadeh, R. (2017). Pragmatic Competence in the Target Language: A Study of Iranian Learners of English (Doctoral dissertation). University of Salford, Manchester. Retrieved from http://usir.salford.ac.uk/id/eprint/42206/
Taguchi, N. (2009). Pragmatic competence in Japanese as a second language: An introduction. In Taguchi, N. (Ed.), Pragmatic Competence (pp. 1-18). Berlin: Mouton de Gruyter.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In Rose, K. R. & Kasper, G. (Eds), Pragmatics in Language Teaching (pp. 171-199). New York: Cambridge University Press.
Tanaka, K. (1997). Developing pragmatic competence: a learners-as-researchers approach. TESOL Journal, 6(3), 14-18.
Tarnopolsky, Oleg B. (1996). EFL teaching in the Ukraine: state regulated or commercial? TESOL Quarterly, 30(3), 616-22.
Tatsuki, D. H., & Houck N. R. (Eds.) (2010b). Pragmatics: Teaching Speech Acts. Alexandria, Virginia: TESOL.
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112.
Tran, G. Q. (2004). The nature and conditions of pragmatic and discourse transfer in crosscultural interaction investigated through naturalized role-play (Unpublished doctoral dissertation) University of Melbourne, Australia.
Tran, G. Q. (2007). Pedagogical implications of findings about pragmatic and discourse transfer for L2 learners and teachers. English Edu: Journal of English Teaching and Research, 7(2), 143-158.
Trosborg, A. (1987). Apology strategies in natives/non-natives. Journal of Pragmatics, 11,147-67.
Trosborg, A. (1995). lnterlanguage Pragmatics: Requests, Complaints and Apologies. Berlin, New York: Mouton de Gruyter.
Trosborg, A. (2010). Introduction. In Trosborg, A. (Ed.), Pragmatic across Languages and Cultures (pp. 2-39). Berlin: Mouton de Gruyter.
Ulum, O. (2015). PRAGMATIC ELEMENTS IN EFL COURSE BOOKS. Western Anatolia Journal of Educational Science, 93-106.
Usó-Juan, E., & Martínez-Flor, A. (2008). Teaching intercultural communicative competence through the four skills. Revista Alicantina de Estudios Ingleses, 21, 157- 170. https://doi.org/10.14198/raei.2008.21.09
Vakilifard, A., Ebadi, S. & Ebrahimi-Marjal, B. (2015). A critical analysis of speech acts in textbooks of teaching Persian to speakers of other languages. English for Specific Purposes World, 47, 1-23.
Vaneva, M. and Ivanovska, M. (2018). Pragmatics of English Speech Acts: Compliments Used by Macedonian Learners. International Journal of English Linguistics, 8(5), 272-296.
Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the master's TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5-28.
Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: how likely? TESL- EJ, 8(2), 1-17. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1068091.pdf
Vu, N. M. (2017). Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices. University of Sydney (Doctoral dissertation). University Of Sydney, Australia. Retrieved from: https://ses.library.usyd.edu.au/handle/2123/16157
Vygotsky, L.S. (l975). Thought and Language. Massachusetts Institute of Technology, Cambridge, Massachusetts: THE M.I.T. Press.
Watson-Gegeo, K. A., & Nielsen, S. E. (2003). Language socialization in SLA. In Doughty, C. & Long, M. (Eds.), Handbook of Second Language Acquisition (pp. 155-177). Maiden, MA: B1ackweJl.
Watson-Gegeo. (2004). Mind, language, and epistemology: toward a language socialization paradigm for SLA. The Modern Language Journal, 88, 331-350.
Webb, C. (2013). Teaching pragmatics to international students in private language schools in the UK. Contemporary English Teaching and Learning in Non-English-Speaking Countries, 2(2), 27-41. Retrieved from: http://www.Cetljournal.co.uk/article/view/ 12171/8265
Widdowson, H. G. (1992). Communication, community, and the problem of appropriate use. Paper presented at the Georgetown University Round Table on Languages and Linguistics, Washington.
Wiersma, W. (2000). Research Methods in Education. Boston: Allyn and Bacon.
Wijayanto, A., Prasetyarini, A. & Hikmat, M. H. (2017). Impoliteness in EFL: Foreign language learners’ complaining behaviors across social distance and status levels. SAGE Open, 7(3), 2158244017732816.
Willis, 1. (1996). A Framework for Task-based Learning. London: Longman.
Willis, J. & Willis, D. (2002). Challenge and Change in Language Teaching. Shanghai: Shanghai Foreign Language Education Press.
Wolfson, N. (1989). Perspectives. Cambridge, MA: Newbury House. Xu, W., Case, R. E. & Wang, Y. (2009). Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37(2), 205-216.
Yan, X.,Zhou, Z. & Dai, P. (2007). Principled eclecticism in College English teaching in China. Asian EFL Journal, 17, 1-38.
Yin, R. (2003). Case Study Research: Design and Methods (3?? Ed.). Thousand Oaks, California: Sage.
Yuan, Y., Tangen, D., Mills, K. & Lidstone, J. (2015). Learning English Pragmatics in China: An Investigation into Chinese EFL Learners’ Perceptions of Pragmatics. The Electronic Journal for English as a Second Language, 19(1), 1-16.
Yuan, Y. (2012). Pragmatics, perceptions and strategies in Chinese college English learning (Doctoral dissertation). Queensland University of Technology: Australia.
Yule, G. (1996a). Pragmatics. Oxford: Oxford University Press.
Zohreh, Eslami-Rasekh. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 198-208.
Zuengler, J. & Miller, E. R. (2006). Cognitive and sociocultural perspectives: two parallel SLA worlds? TESOL Quarterly, 40(1), 35-58.
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |