ABSTRACT
The present study attempted to explore Turkish EFL teachers’ perceptions and views regarding teaching pragmatics and idealized pragmatic norms in English, and to explore a possible relationship between how they perceive teaching pragmatics and idealized pragmatic norms in English. Mixed-method research design was adopted with the help of questionnaires and semi-structured interviews. Concurrent-parallel design was adopted to collect and analyse the qualitative and quantitative data separately. 202 teachers participated in the questionnaires and interviews were held with 9 of them. The findings of the study indicated that Turkish EFL speaker teachers in the Turkish context perceive teaching pragmatics quite important, yet they point out some internal and external factors negatively affecting their teaching experiences such as keeping cultural identity, assessment system, following curriculum and syllabuses. In addition, the present study revealed that, in terms of pragmatic norms in English, teachers hold views closer to EIL (English as an International Language), as they question the norms and ownership of the English language. In light of the findings, recommendations for teaching pragmatics and for future studies were provided.
KEYWORDS: Pragmatics, Pragmatic Norms, Teachers’ Perceptions, English as an International Language (EIL), Education
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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