مستوى الكفاءة التداولية لدى الطلبة العراقين الناطقين باللغة الانجليزية لغة اجنبية و وعي اساتذتهم بتدريس الكفاءة التداولية: دراسة استقصائية

Iraqi EFL College Students’ Level of Pragmatic Competence and Their Instructors’ Awareness of Teaching Pragmatic Competence: An Exploratory Study

This study investigated the significance of teaching pragmatic competence.The study measured Iraqi EFL students’ level of pragmatic competence and their instructors’ awareness of teaching pragmatic competence, the degree to which the elements of pragmatic competence are incorporated into everyday classroom practice. This study aimed at: Identifying Iraqi EFL instructors’ awareness of teaching pragmatic competence; Investigating Iraqi EFL instructors’ awareness to employing effective input, output, intercultural teaching, and feedback tasks ,as they are four major aspects of teaching pragmatic competence; Finding out if their gender, their field of specialisation, their years of experience, and their universities affect their awareness of teaching pragmatic competence; Figuring out if their awareness of input, output, feedback, and intercultural activities is affected by their gender, their field of specialisation, their experience, and their universities; Measuring Iraqi EFL college students’ level of pragmatic competence; Exploring Iraqi EFL college students’ levels of Pragmatic Awareness and Pragmatic Comprehension, and; Pointing out the correlation between students’ level of Pragmatic Awareness and their level of Pragmatic Comprehension. Hence, the study utilised a quantitative approach to accomplish its goals, where the researcher employed a pragmatic awareness questionnaire and pragmatic reading test. Pragmatic Awareness Questionnaire measured instructors’ awareness to utilise effective input, output, feedback, and intercultural tasks. The pragmatic reading test assessed the student’s level of pragmatic competence with regard to two central components of receptive pragmatic competence, namely, pragmatic awareness and pragmatic comprehension. Then, using SPSS, the quantitative data was examined. Its results showed that Iraqi instructors’ awareness of teaching pragmatic competence is still insufficient for various reasons, including the examination-driven systems, lack of training in teaching pragmatics, lack of knowledge of the target culture, difficulties with classroom management, especially with large classes, and; students’ inadequate language proficiency, etc. Consequently, as the results demonstrated, there is an apparent lack of pragmatic competence among EFL students. Finally, the study set a section on recommendations, providing pedagogical ones for Iraqi educational systems, their instructors, and students. For instance, one recommendation for the educational system was to prioritise teaching pragmatics by investigating how much pragmatic information is covered in their courses and whether pragmatic competence is addressed in the Iraqi curriculum