Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Abstract

The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors .The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows “Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed.

Investigating teachers’ perceptions and instructional practices regarding form- focused instruction of speech acts in the Iranian EFL context

“…There are a good number of studies reporting on beliefs and practices of teaching pragmatics by ESL instructors (Ishihara, 2010;Ishihara & Cohen, 2014;Savvidou & Economidou-Kogetsidis, 2019;Young & Walsh, 2010). However, what is of prime significance is the discrepancy between EFL instructors' knowledge of inter-language pragmatics and their classroom practices (Davarzani & Talebzadeh, 2020;Farashaiyan et al, 2020), which has been less paid attention to by Iranian scholars. To address the gap, the present study examined thoughts, beliefs, and practices of Iranian EFL instructors with respect to teaching speech acts of request, apology and invitation through formfocused instruction.…”