The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives

Authors

DOI:

https://doi.org/10.47750/pegegog.11.04.19

Keywords:

pragmatic competence, pragmatic socialization, teachers’ perceptions, explicit pragmatic socialization, implicit pragmatic socialization

Abstract

This article provides empirical evidence regarding Indonesian EFL teachers’ perceptions about pragmatic competence and the role of pragmatic socialization to develop learners’ pragmatic competence. Considerable viewpoints were obtained by analyzing the data collected from 104 Indonesian EFL teachers using questionnaires and focus group interviews. While still maintaining the conventional way of teaching English, these teachers admitted the importance of socializing English pragmatics to their students. They indicated that EFL learners needed to learn the socio-cultural norms of the target language in order to communicate appropriately. Teachers viewed politeness essential for learners to understand that failure to meet the required action might break interpersonal relationships. Therefore, they agreed that language classrooms should utilize interactive strategic tasks that involved learner-learner and teacher-learner interactions to foster the presence of pragmatic socialization in the classrooms. Even though most teachers were unsure about how they would put their ideas in practice, it was evident that teachers perceived both explicit and implicit language socialization processes promising and worth implementing. Future research may investigate how teachers socialize English pragmatics to EFL learners in real classroom settings.

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Author Biographies

Musli Ariani, Universitas Negeri Malang and Universitas Jember

Musli Ariani is a lecturer at English Language Education Department, Universitas Jember. Sponsored by Indonesia Endowment Fun for Education (LPDP), she currently is taking a doctorate program in ELT at the Department of English, Universitas Negeri Malang. She receives her master’s degree in applied Linguistics at the school of Linguistic and Psychology, Macquarie University, Sydney, under the Australian Development Scholarship (ADS).  With her background in applied linguistics, she is currently working on a doctorate dissertation on instructed pragmatics for EFL learners. Her research interest includes teacher education, language learning, pragmatics, classroom communication, and discourse analysis.

Yazid Basthomi, Universitas Negeri Malang

Yazid Basthomi is Professor of Applied Linguistics with the Department of English, , Faculty of Letters, Universitas Negeri Malang, Currently he is convener of the graduate program (MA and PhD) in ELT. He receives his Master’s from Curtin University and Doctorate from Universitas Negeri Malang. His research interests include genre analysis and interlanguage education. He has also been coordinator of the publication division of the Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)

Johannes Ananto Prayogo, Universitas Negeri Malang

Johannes Ananto Prayogo is a senior lecturer at the Department of English, Faculty of Letters, Universitas Negeri Malang. He receives his Master’s from the school of Language Arts, University of Houston, Texas, and his Doctorate from Universitas Negeri Malang. His research interest includes applied linguistics, linguistics, and literature in ELT. 

 

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Published

2021-10-06

How to Cite

Ariani, M., Basthomi, Y., & Prayogo, J. A. . (2021). The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives. Pegem Journal of Education and Instruction, 11(4), 197–208. https://doi.org/10.47750/pegegog.11.04.19