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L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 63–87

Chapter 3
Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics

| Leipzig University, Germany
Despite its crucial contribution to second/foreign language (L2) competence, pragmatics has still not gained a fixed place in many language teacher training programs. To address this, a workshop for in-service primary English as a Foreign Language (EFL) teachers was conducted to raise awareness of L2 pragmatics and to present suggestions for teaching it in the classroom. This chapter documents the contents of this professional training course and presents insights into the participants’ expectations and perceptions of the workshop, as well as their knowledge and attitudes towards the teaching of L2 pragmatics. Data was collected by means of questionnaires at the beginning and end of the workshop. In addition to presenting the results, the chapter discusses implications for teacher education to help bring pragmatics into the L2 classroom on a wider scale.
Article outline
  • 1.Introduction
  • 2.Literature review: L2 pragmatics in language teacher professionalisation
  • 3.Methodology
    • 3.1Setting and participants
    • 3.2Structure and contents of the teacher training workshop
    • 3.3Data collection instruments
  • 4.Results
    • 4.1RQ1: Knowledge of pragmatics
    • 4.2RQ2: Attitudes towards the teaching of L2 pragmatics
    • 4.3RQ3: Expectations and perceptions of the workshop
  • 5.Conclusion and pedagogical implications
  • 6.Limitations and future directions
  • References
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.03gla
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Ton-Nu, Anh
2024. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers. International Review of Applied Linguistics in Language Teaching DOI logo

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