Place of Pragmatics in EFL Classroom

Abstract

The main aim of this article is to discuss the place of Pragmatics in EFL classroom. Pragmatics is one of the branches of linguistics which is concerned with the study of meaning as com-municated by a speaker and interpreted by a listener. Pragmatics has fairly recently become the focuses of attention in language studies. On the other hand, it is important to remember that in recent years, pragmatics components have been used in language teaching contexts, syllabus design, by language teachers over the world. Many research works have been done by many language researchers in different aspects of pragmatics competence. Language teacher uses pragmatic as a functional approach in his/her language classroom. However, pragmatic follow the general principles for men when they communicate with others. Prag-matics study sentences not in isolation but with reference to the context of a situation and it is defined as the interaction between a sequence of language and the real-world situation in which it is used.

The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement

“…Motivation has also been featured as one of the factors affecting SLA, including the development of L2 pragmatics (Zarrinabadi et al, 2022). However, there have been studies examining the interplay between motivation and L2 pragmatic learning (Taguchi & Roever, 2017), focusing primarily on its effect on pragmalinguistic awareness (Takahashi, 2012(Takahashi, , 2015Tagashira et al, 2011) and pragmatic production (Khansir & Pakdel, 2021). For instance, pioneering work on motivation in ILP by Takahashi (2012Takahashi ( , 2015 reported a strong correlation between pragmatic awareness and learners' motivation, particularly intrinsic motivation, but not between pragmatic awareness and proficiency.…”

“…A substantial body of research on individual factors affecting L2 pragmatics has predominantly focused on the impact of proficiency on second language learning. However, research investigating other factors, such as motivation, is limited (Khansir & Pakdel, 2021;Takahashi, 2015;Takahashi, 2019;Taguchi, 2019). These studies generally indicate that L2 learners who are intrinsically motivated and have a stronger communication-oriented motivation are more likely to achieve superior pragmatic competence.…”