Publication: Raising the Pragmatic Consciousness of Turkish Prospective EFL Teachers
Abstract
İngilizce’nin yabancı dil olarak öğrenildiği ortamlarda, erek dile ilişkin dil-bilgisinde yetkin, ancak günlük iletişimi sağlamak üzere yeterli bilgi ve beceriden yoksun öğrencilerle karşılaşmaktayız. Öğrencilerinin pragmatik yeterliklerini geliştirmek için yabancı dil eğitmenlerinin kendileri, pragmatik yeterliğin erek dilde oynadığı etkin rolün bilincinde olmaları gerekir. Bu çalışma, Türkiye İngilizce öğretmeni adaylarını pragmatik yeterlik konusunda bilinçlendirme amacıyla geliştirilmiş bir eğitim programını tanıtmaktadır. Otuz öğretmen adayı ile yapılan beş haftalık bu çalışmada öğretmen adaylarına gerekli kuramsal bilgi sunulmuş, özellikle farklı söz edimlere ilişkin uygulayımsal etkinliklerde yer almaları istenmiştir. Çalışmanın öğretmen adaylarının pragmatik yeterlik bilinçlerini geliştirme açısından başarılı olduğu gözlenmiştir.
In many EFL contexts we encounter learners proficient in the grammar of the target language, yet lacking in pragmatic competence necessary for us-ing the language effectively in actual communication. Generally, L2 teachers do not teach pragmalinguistic information as they are not consciously aware of it or they lack the relevant knowledge themselves. The present study discusses the content of a five-week pragmatic consciousness-raising course given to thirty Turkish prospective teachers of English. During the course the participants were provided with the relevant theoretical knowledge and asked to take part in practical activities dealing with different speech acts. The course was observed to have achieved its aim in terms of raising the pragmatic consciousness of the prospective teachers.
In many EFL contexts we encounter learners proficient in the grammar of the target language, yet lacking in pragmatic competence necessary for us-ing the language effectively in actual communication. Generally, L2 teachers do not teach pragmalinguistic information as they are not consciously aware of it or they lack the relevant knowledge themselves. The present study discusses the content of a five-week pragmatic consciousness-raising course given to thirty Turkish prospective teachers of English. During the course the participants were provided with the relevant theoretical knowledge and asked to take part in practical activities dealing with different speech acts. The course was observed to have achieved its aim in terms of raising the pragmatic consciousness of the prospective teachers.