مشروع البحث:
INVESTIGATING PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND CONCEPTUALIZATIONS OF PRAGMATIC COMPETENCE AND INTEGRATION OF PRAGMATICS IN EFL TEACHING PROCESS

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المساهمين
الممولين
رقم التعريف
730
الباحث
فاطمة محمد أحمد المدهم
المشرفين
منشورات
وحدات تنظيمية
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وحدة تنظيمية
الوصف
In sum, as the findings of the study suggest, pre-service EFL teachers displayed a low level of awareness and understanding of pragmatic competence as they operate a rather limited knowledge of the pragmatic features in language learning and teaching. Pre-service EFL teachers’ incomplete realization of pragmatic knowledge created the danger of having unqualified teachers who are not aware of the appropriate language use in different contexts (Aziz, Saleem, & Batool, 2020; Terzi, 2014). Therefore, their opinion concerning the necessity of integrating pragmatic features in language teaching and learning should be taken into consideration for better educational syllabi that empower pre-service EFL teachers with language competence, therefore, pragmatic competence in order to become more effective English language teachers in the future. More engaging of pragmatically oriented activities in EFL educational contexts is a fundamental factor
الكلمات الدالة
PRAGMATICS