Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Sedat Korkmaz; Çiğdem Karatepe

Makale detayları

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Yazarlar:

Sedat Korkmaz | Çiğdem Karatepe

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.34-55

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282180

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

 The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

 The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

 Bu çalışmanın amacı, Türkiyedeki çeşitli üniversitelerin Yabancı Diller Yüksekokullarında görev yapan İngilizce öğretim görevlilerinin edim bilgisi ve edim bilgisi farkındalıkları ve yeterliklerine ilişkin algılarını araştırmaktır. Tanımlayıcı nitelikteki bu çalışmada sıralı karma yöntem deseni kullanılmıştır. Gerekli verileri toplamak için araştırmacı, akabinde bir dizi görüşme sorularıyla birlikte 12 maddelik bir anket uyguladı. Veri analizi ile ilgili olarak, anketin nicel kısmından elde edilen veriler betimsel istatistikler kullanılarak analiz edilmiştir. Araştırmanın nitel kısmında ise İngilizce öğretim görevlilerinin edim bilgisi farkındalıklarına ve yeterliliklerine ilişkin algılarını analiz etmek için tümevarımsal içerik analizi uygulanmıştır. Sonuçlar İngilizceyi yüksek öğretim düzeyinde yabancı dil olarak öğreten öğretim görevlilerinin edim bilgisi ve edim bilgisi öğretimi konusunda orta düzeyde bir farkındalığa sahip olduklarını ortaya koydu. Ayrıca katılımcılar arasında eğitim durumu, öğretmenlik deneyimi, yurt dışında bulunma, daha önce edim bilgisi dersi alma ve çalıştıkları kurum değişkenleri açısından istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Bu çalışmadan çıkan bir sonuç ta, İngilizce öğretim görevlilerinin halihazırda sahip oldukları edim bilgilerini uygulamaya koymanın yollarını aramaları gerektiğidir.

Makale detayları

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Yazarlar:

Sedat Korkmaz | Çiğdem Karatepe

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.34-55

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282180

pISSN:

2146-4014

pragmatics

pragmatic awareness

pragmatic competence

teaching pragmatics

edimbilgisi

edimbilgisi farkındalığı

edimbilgisi yeterliliği

edimbilgisi öğrenme

edimbilgisi öğretimi

Sayı

Makale detayları

Yazarlar: Sedat Korkmaz | Çiğdem Karatepe

Yayıncı: Anadolu University

Ana Başlıklar: Alan Eğitimleri

Dergi: Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.34-55

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001282180

pISSN: 2146-4014

Sayı

Yazarlar:

Sedat Korkmaz | Çiğdem Karatepe

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.34-55

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282180

pISSN:

2146-4014