Iranian EFL Instructors' Perspectives on Pragmatics Instruction: Exploring Gender and Teaching Experience Differences
Marzieh Rahaei
1
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Hossein Vahid Dastjerdi
2
(English Department, Islamic Azad University, Najafabad Branch, Najafabad, Iran)
Hadi Salehi
3
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Mohammad Reza Talebinejad
4
(English Department, Islamic Azad University, Shahreza Branch, Shahreza, Iran)
Omid tabatabaei
5
(English Department, Islamic Azad University, Najafabad Branch, Najafabad, Iran)
الکلمات المفتاحية: Gender, Instructors' Perspectives, Pragmatics Instruction, Teaching Experience,
ملخص المقالة :
This research paper examines the perspectives of Iranian male and female EFL instructors towards pragmatics instruction, with a focus on exploring the differences based on gender and teaching experience. Drawing from a comprehensive thesis, the paper investigates the instructors' views on the strengths and weaknesses of current resources for pragmatics instruction, the challenges they face in teaching pragmatics, and their suggestions for enhancing pragmatics education. Moreover, the study explores how Iranian male and female EFL instructors' perceptions of explicit instruction in promoting learners' pragmatic competence vary based on their gender and teaching experience. To achieve all these aims, the study employed an exploratory sequential design, including pre-test and post-test measures, interviews, and survey questionnaires to collect and analyze both qualitative and quantitative data. The participants were 100 Iranian English language instructors who taught at the university level. They were selected through convenient sampling and divided into two groups: the treatment and control groups. The treatment group received a training program on pragmatics instruction, while the control group did not receive any specific training. The findings suggest that while both male and female instructors recognize the importance of pragmatics instruction, they face distinct challenges and have differing perspectives on the effectiveness of explicit teaching approaches. The study also highlights the need for tailored professional development opportunities to address the specific concerns and requirements of EFL instructors with varying levels of teaching experience. These findings offer valuable implications for second language teaching and learning in the Iranian context.
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