Pragmatics Instruction in Iranian EFL Context: Analysis of Development Needs, and Instructor Perspectives on Professional Programs
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Marzieh Rahaei
1
,
Hossein Vahid Dastjerdi
2
,
Mohammad Reza Talebinejad
3
,
Omid Tabatabaei
4
,
Hadi Salehi
5
1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, University of Isfahan, Isfahan, Iran
3 - English Department, University of Isfahan, Isfahan, Iran
4 - English Department, Faculty of Humanities, Islamic Azad University, Najafabad Branch, Najafabad
5 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
کلید واژه: Pragmatics instruction, Professional development, Iranian EFL instructors, Gender differences, Curriculum design ,
چکیده مقاله :
This study investigated the professional development needs of Iranian EFL instructors in relation to pragmatics instruction and the disparities in access to training opportunities based on gender and experience. Adopting a mixed-methods approach, this study explored instructors' perceptions of their experiences in training, suggestions for the curriculum, and what changes structured training programs brought about in their practices. It revealed highly significant differences in the perceptions of male and female instructors regarding access to professional development opportunities in pragmatics. Instructors of either gender reported unequal access to training programs; whereas female instructors expressed desires for more tailoring, in terms of support and resources, in this area. Additionally, it identified specific curriculum enhancements that were suggested by instructors to improve the integration of pragmatic skills into language teaching. These enhancements include explicit instruction on speech acts, cultural nuances, and conversational strategies critical in fostering pragmatic competence among learners. It also underlined the need for professional development programs that are going to be responsive to the specific challenges facing Iranian EFL teachers. Results indicated that pre-planned training, to a large extent, shapes instructors' perceptions toward pragmatics instruction: it boosts their confidence and expertise level in teaching pragmatic skills. These findings add to the EFL instruction by highlighting the need for training programs which would provide teachers with tools and objectives they need in teaching pragmatics.
This study investigated the professional development needs of Iranian EFL instructors in relation to pragmatics instruction and the disparities in access to training opportunities based on gender and experience. Adopting a mixed-methods approach, this study explored instructors' perceptions of their experiences in training, suggestions for the curriculum, and what changes structured training programs brought about in their practices. It revealed highly significant differences in the perceptions of male and female instructors regarding access to professional development opportunities in pragmatics. Instructors of either gender reported unequal access to training programs; whereas female instructors expressed desires for more tailoring, in terms of support and resources, in this area. Additionally, it identified specific curriculum enhancements that were suggested by instructors to improve the integration of pragmatic skills into language teaching. These enhancements include explicit instruction on speech acts, cultural nuances, and conversational strategies critical in fostering pragmatic competence among learners. It also underlined the need for professional development programs that are going to be responsive to the specific challenges facing Iranian EFL teachers. Results indicated that pre-planned training, to a large extent, shapes instructors' perceptions toward pragmatics instruction: it boosts their confidence and expertise level in teaching pragmatic skills. These findings add to the EFL instruction by highlighting the need for training programs which would provide teachers with tools and objectives they need in teaching pragmatics.
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