Sarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qualitative thematic analysis design was used. The participants consisted of three groups (each consisting of 9 members) 1. natives 2. EFL 3. ESL , they were selected through snowball sampling. To collect the required data, a semi-structured interview was utilized. To analyze the collected data, manual thematic analysis of the data gathered through the semi-structured interview was conducted. According to the results, the following pragmalinguistic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm were identified in the interviews: Emoticon, hyperbole, laughing and exclamation marks, and positive wording. Moreover, the general pragmatic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on (as documented by the interviews) in the recognition of online sarcasm were allusion to antecedent, insincerity, contradiction, negative attitude, and victim. The findings have some implications for policymakers, curriculum planners, material developers, EFL teachers and researchers. Manuscript profile

This study sought to identify the general pragmatic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a Likert scale questionnaire was used to collect quantitative data for subsequent analysis; also, qualitative thematic analysis was done on the data collected through a semi-structured interview. The participants consisted of three groups of EFL and ESL learners as well as native English speakers (each consisting of 9 members) who were selected through snowball sampling at BA or MA degrees. The findings indicated that the total frequency uses of pragmatic characteristics were significantly different among the three groups. Moreover, the results revealed that, among other pragmatic characteristics, Victim, Insincerity, Antecedent, and Negative Attitude, have a more statistically significant contribution to the recognition of online sarcasm. The study bears implications for policymakers, curriculum planners, material developers, EFL/ESL teachers, and researchers. Manuscript profile