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Why Teachers Don’t Use Their Pragmatic Awareness

المؤلف:  Maria Cristina Lana Chavez de Castro

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P281-C16

2026-09-04

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Why Teachers Don’t Use Their Pragmatic Awareness

This research was motivated by what I perceived as extremely poor pragmatic ability on the part of English as a Foreign Language (EFL) learners in Brazil. Having spent two years of my life as an English as a Second Language (ESL) learner in the United Kingdom, I could envisage the kinds of problems those learners would experience if they found themselves speaking English in a real life situation. As a matter of fact, I had indeed witnessed some foreign friends being taken as rude or being unable to adapt and feel comfortable in Britain simply as a result of cultural aspects conveyed in the language that neither my friends or their British interlocutors could identify clearly. I wondered why this pragmatic knowledge did not seem to develop as naturally as knowledge of the formal aspects of language. It was then that it occurred to me that corrective feedback (CF) might be a successful tool in developing pragmatic ability. Since I suspected that teachers did not offer this kind of feedback, I was motivated to conduct this research with the aim of looking into the provision of corrective feedback at the pragmatic level by EFL teachers in a Communicative Language Teaching (CLT) classroom environment. The idea was firstly to check whether such feedback was offered, secondly to observe teachers’ practice following an awareness-raising program in Pragmatics, and finally, through questionnaire answers and interviews, to probe teachers’ attitudes toward CF in Pragmatics.