Volume 2, Issue 1 April 2019, pp. 39–58
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Teachers' backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers' knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen & Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom.
© Christine Savvidou, Maria Economidou-Kogetsidis
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Savvidou, C., & Economidou-Kogetsidis, M. (2019). Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39–58. https://doi.org/10.29140/ice.v2n1.124
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.