İngilizceyi Yüksek Öğretim Düzeyinde Yabancı Dil Olarak Öğreten Öğretim Elemanlarının Edim Bilgisi Farkındalıklarının Araştırılması

Öz

Bu çalışmanın amacı, Türkiye'deki çeşitli üniversitelerin Yabancı Diller Yüksekokullarında görev yapan İngilizce öğretim görevlilerinin edim bilgisi ve edim bilgisi farkındalıkları ve yeterliklerine ilişkin algılarını araştırmaktır. Tanımlayıcı nitelikteki bu çalışmada sıralı karma yöntem deseni kullanılmıştır. Gerekli verileri toplamak için araştırmacı, akabinde bir dizi görüşme sorularıyla birlikte 12 maddelik bir anket uyguladı. Veri analizi ile ilgili olarak, anketin nicel kısmından elde edilen veriler betimsel istatistikler kullanılarak analiz edilmiştir. Araştırmanın nitel kısmında ise İngilizce öğretim görevlilerinin edim bilgisi farkındalıklarına ve yeterliliklerine ilişkin algılarını analiz etmek için tümevarımsal içerik analizi uygulanmıştır. Sonuçlar İngilizceyi yüksek öğretim düzeyinde yabancı dil olarak öğreten öğretim görevlilerinin edim bilgisi ve edim bilgisi öğretimi konusunda orta düzeyde bir farkındalığa sahip olduklarını ortaya koydu. Ayrıca katılımcılar arasında eğitim durumu, öğretmenlik deneyimi, yurt dışında bulunma, daha önce edim bilgisi dersi alma ve çalıştıkları kurum değişkenleri açısından istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Bu çalışmadan çıkan bir sonuç ta, İngilizce öğretim görevlilerinin halihazırda sahip oldukları edim bilgilerini uygulamaya koymanın yollarını aramaları gerektiğidir.

Anahtar Kelimeler

• edimbilgisi
• edimbilgisi farkındalığı
• edimbilgisi yeterliliği
• edimbilgisi öğrenme
• edimbilgisi öğretimi

Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level

Öz

The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the perceptions of EFL instructors to be able to ascertain their pragmatic awareness and competence. The results revealed that EFL instructors at the tertiary level had a moderate level of awareness of pragmatics and teaching pragmatics. Most university instructors underscored that they recognize the value of instructing students about pragmatics and cross-cultural issues. Accordingly, they attempt to adopt teaching strategies and practices that consider the needs of the linguistically and culturally diverse students. The outcomes of this study will be of use to foreign language instructors, curriculum designers and policymakers to act and recognize the importance of teaching of pragmatics in foreign language education.

Anahtar Kelimeler

• pragmatics
• pragmatic awareness
• pragmatic competence
• teaching pragmatics

Kaynakça

1. Al-Aghbari, D. (2016). Integrating pragmatic competence in teaching English to the students of medicine at Taiz University (Doctoral dissertation, université de Strasbourg). Retrieved November 1, 2021, from, https://tel.archives-ouvertes.fr/tel-01494800
2. Al-Qahtani, A. A. (2020). Teaching Pragmatic Competence in EFL Context: The Case of Saudi EFL Teachers. Asian EFL Journal, 27 (41), 137-165. Retrieved September 14, 2021, from, https://www.researchgate.net/publication/348787875_Teaching_Pragmatic_Competence_in_EFL_Context_The_Case_of_Saudi_EFL_Teachers
3. Arghashi, T., & Gorjian, B. (2018). The Impact of Teaching Pragmatic Functions to High School Learners. Journal of Applied Linguistics and Language Learning, 4(3), 49-58. Retrieved November 24, 2021, from, doi:10.5923/j.jalll.20180403.01
4. Ariani, M., Basthomi, Y., & Prayogo, J. A. (2021). The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives. Pegem Journal of Education and Instruction, 11(4), 197-208. Retrieved October 14, 2021, from, https://doi.org/10.47750/pegegog.11.04.19
5. Bardovi‐Harlig, K. (2018). Teaching of pragmatics. The TESOL encyclopedia of English language teaching, 1-7. Retrieved November 15, 2021, from, https://doi.org/10.1002/9781118784235.eelt0924
6. Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282-295. Retrieved October 10, 2021, from, https://doi.org/10.1016/j.system.2012.05.001
7. Basturkmen, H. & Nguyen, T.T.M. (2017). Teaching pragmatics. In A. Barron, G. Steen, & Y. Gu (Eds.), The Routledge Handbook of Pragmatics (pp. 563-574). UK: Routledge. ISBN 9780367529109
8. Bella, S. (2011). Mitigation and politeness in Greek invitation refusals: Effects of length of residence in the target community and intensity of interaction on non-native speakers’ performance. Journal of pragmatics, 43(6), 1718-1740. Retrieved November 10, 2021, from, https://doi.org/10.1016/j.pragma.2010.11.005

9. Blattner, G., & Fiori, M. (2011). Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29(1), 24-43. Retrieved December 20, 2021, from, 10.11139/cj.29.1.24-43
10. Blum-Kulka, S., & Olshtain, E. (1986). Too many words: Length of utterance and pragmatic failure. Studies in Second Language Acquisition, 8(2), 47-61. Retrieved December 24, 2021, from, https://doi.org/10.1017/S0272263100006069
11. Blyth, C., & Sykes, J. (2020). Technology-enhanced L2 instructional pragmatics. Language Learning & Technology, 24(2), 1-7. http://hdl.handle.net/10125/44718
12. Brubæk, S. (2012). Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English? Acta Didactica Norge, 6(1), Art-20. Retrieved November 24, 2021, from, https://journals.uio.no/index.php/adno/article/view/1089/968
13. Büyüköztürk, Ş. (2002). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik. Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegem Yayıncılık, Ankara. ISBN 978-975-6802-74-8.
14. Byram, M. (2014). Twenty-five years on–from cultural studies to intercultural citizenship. Language, culture and curriculum, 27(3), 209-225. Retrieved November 24, 2021, from, https://doi.org/10.1080/07908318.2014.974329
15. Cenoz, J. (2007). The Acquisition of Pragmatic Competence and Multilingualism in Foreign Language Contexts. In E. A. Soler and M. P. Safont Jordà (Eds.). Intercultural Language Use and Language Learning, (pp.123–140). Dordrecht: Springer. ISBN: 978-1-4020-5636-9
16. Chen, H. (2011). Study on necessity to cultivate English pragmatic competence of non- English majors. Asian Social Science, 7(9), 235-239. DOI: 10.5539/ass.v7n9p235
17. Choraih, M. A., Loutfi, A., & Mansoor, A. (2016). The importance of pragmatic competence in the EFL curriculum: Application and implications. Arab World English Journal, 7(4), 183-195. Retrieved October 24, 2021, from, https://www.awej.org/images/conferences/Aselesproceccdingsmorocco2016/14.pdf
18. Civelek, M. & Karatepe, Ç. (2021). Technology- Enhanced Pragmatics Instruction (pp. 230-249). In Ş. S. Çimen, & B. Bal Gezegin, (Eds.). (2021). Pragmatics and Language Teaching. PEGEM Akademi Yayınları. ISBN 978-625-7582-58-2
19. Cohen, A. D. (2016). The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing. Studies in Second Language Learning and Teaching, 6(4), 561-585. Retrieved November 14, 2021, from, https://doi.org/10.14746/ssllt.2016.6.4.2
20. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th edition). London: Routledge. ISBN 0-203-02905-4
21. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. https://www.coe.int/en/web/common-european-framework-reference-languages
22. Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker series, University of Nebraska. https://digitalcommons.unl.edu/
23. Crystal, D. A. (2008). Dictionary of linguistics and phonetics (6th edition). crystal. DA Crystal– Oxford: Blackwell Publishing. http://dx.doi.org/10.1002/9781444302776
24. Çetinavcı, U. R. (2018). Accuracy and speed in the interpretation of implied meanings in English: Turkish teacher trainees versus native speakers. Journal of Language and Linguistic Studies, 14(2), 325-342. Retrieved November 24, 2021, from, http://www.jlls.org/index.php/jlls/article/view/976
25. Çimen, Ş. & Gezegin-Bal, B. (2021). Preface. In Çimen, Ş. S. & Bal Gezegin, B. (Eds.) (2021). Pragmatics and Language Teaching. Ankara: PEGEM Akademi Yayınları. ISBN 978-6 25-7582-58-2.
26. Denny, H., & Basturkmen, H. (2011). The role of teacher consultation in teacher education: A teacher development project focused on designing and evaluating pragmatics-focused instructional materials. New Zealand Studies in Applied Linguistics, 17(1), 102-109. Retrieved November 24, 2021, from, https://search.informit.org/doi/pdf/10.3316/informit.882173319177704?download=true
27. Ekin, M. Y., & Damar, E. A. (2013). Pragmatic awareness of EFL teacher trainees and their reflections on pragmatic practices. ELT Research Journal, 2(4), 176-190. Retrieved November 23, 2021, from, https://dergipark.org.tr/en/pub/eltrj/issue/5480/74420
28. Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT journal, 59(3), 199-208. Retrieved November 25, 2021, from, https://doi.org/10.1093/elt/cci039
29. Eslami, Z. R. & A. Eslami-Rasekh (2008). Enhancing the pragmatic competence of non-native English speaking teacher candidates (NNESTCs) in an EFL context. In E. Alcon-Soler & A. Martinez-Flor (eds.), Investigating pragmatics in foreign language learning, teaching and testing. Bristol, UK: Multilingual Matters, 178–197. ISBN: 9781847690845
30. Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum. DOI: 10.5040/9781474212328.ch-001
31. Fidan N., & Karatepe Ç. (2021). How Do Erasmus Students Evaluate Their Language Learning Experience Abroad? Eurasian Journal of Educational Research, (92), 51-72. DOI: 10.14689/ejer.2021.93.3
32. Harlow, L. L. (1990). Do they mean what they say? Sociopragmatic competence and second language learners. The Modern Language Journal, 74(3), 328-351. Retrieved November 24, 2021, from, https://doi.org/10.2307/327628
33. He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspective of learners and teachers in China. TESOL Quarterly, 44(4), 769-789. Retrieved November 24, 2021, from, https://www.jstor.org/stable/27896763
34. Holmes, P., Bavieri, L., & Ganassin, S. (2015). Developing intercultural understanding for study abroad: Students’ and teachers’ perspectives on pre-departure intercultural learning. Intercultural Education, 26(1), 16-30. Retrieved November 25, 2021, from, https://doi.org/10.1080/14675986.2015.993250
35. Ishihara, N. (2010a). Teachers’ pragmatics: Knowledge, beliefs, and practice. In N. Ishihara & A. D. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 21-36). Abingdon: Routledge. ISBN 9781408204573
36. Ishihara, N. (2011). Co-Constructing Pragmatic Awareness: Instructional Pragmatics in EFL Teacher Development in Japan. TESL-EJ, 15(2), 1-17. Retrieved November 25, 2021, from, http://www.tesl-ej.org/wordpress/%20issues/volume15/ej58/ej58a2/
37. Ivanova, I. N. (2018). Teachers’ Perceptions of the Role of Pragmatics In The EFL Classroom. Studies in Linguistics, Culture, and FLT, 3(1), 27-44. Retrieved October 13, 2021, from, https://www.ceeol.com/search/article-detail?id=720170
38. Ji, P. (2007). Pragmatics and pedagogy: An examination of College English training in China (Unpublished doctoral thesis), University of Sydney, Australia. Retrieved November 25, 2021, from, https://ses.library.usyd.edu.au/handle/2123/16157
39. Karatepe, Ç. (2001) Pragmalinguistic awareness in EFL teacher training, Language Awareness, 10(2&3), 178-188. Retrieved November 25, 2021, from, https://doi.org/10.1080/09658410108667033
40. Karatepe, Ç. (2016) Indirectness in requests in complaint letters to the higher institution by Turkish EFL students. Procedia-Social and Behavioural Sciences, Vol. 232, pp. 354-361. Retrieved October 24, 2021, from, https://doi.org/10.1016/j.sbspro.2016.10.050
41. Karatepe, Ç. (1998) Teaching pragmalinguistics in teacher training programmes. Unpublished PhD Thesis, Liverpool University, Liverpool-UK. Retrieved 25, 2021, from, https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232
42. Karatepe, Ç. (2021). Pragmatics in the Language Classroom: Explicit and implicit teaching techniques (pp. 185-200). In Çimen, Ş. S. & Bal Gezegin, B. (Eds.) (2021). Pragmatics and Language Teaching. Ankara: PEGEM Akademi Yayınları. ISBN 978-625-7582-58-2
43. Karatepe, Ç. & Civelek, M. (2021). A case study on EFL teachers’ views on material adaptation for teaching pragmatics. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (23), 894-910. Retrieved October 13, 2021, from, https://doi.org/10.29000/rumelide.953259
44. Kasper, G. & Rose, R. (2002). Pragmatic development in a second language. Oxford: Blackwell. ISBN: 0631234306 9780631234302
45. Kecskes, I, Obdalova, O., Minakova, L., & Soboleva, A. (2018). A study of the perception of situation- bound utterances as culture-specific pragmatic units by Russian learners of English. System, 76, 219-232. Retrieved 25, 2021, from, https://doi.org/10.1016/j.system.2018.06.002
46. Koran, E., & Koran, S. (2017). Pragmatic Competence as an Integral Part of EFL Teaching. International Journal of Social Sciences & Educational Studies, 4(3), 87-93. Retrieved October 26, 2021, from, DOI: 10.23918/ijsses.v4i3p87
47. Limberg, H. (2016). Always remember to say please and thank you: Teaching politeness with German EFL textbooks. In K. Bardovi-Harlig & C. Félix-Brasdefer (Eds.), Pragmatics and Language Learning, Volume 14. (pp. 265-291). University of Hawai’i at Manoa: National Foreign Language Resource Center). ISBN: 978-0-9835816-8-0
48. LoCastro, V. (2012). Pragmatics for language educators. A sociolinguistic perspective. New York: Routledge. ISBN 9780415801164
49. Lomicka, L. (2009). Introduction to social networking, collaboration, and Web 2.0 tools. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO. ISBNS 9785122451411, 5122451419
50. Lomicka, L., & Lord, G. (2016). Social networking and language learning. In The Routledge handbook of language learning and technology (pp. 281-294). Routledge. ISBN: 9781315657899
51. Martinez-Flor, A., & Fukuya, Y. J. (2005). The effects of instruction on learners’ production of appropriate and accurate suggestions. System, 33(3), 463-480. Retrieved October 24, 2021, from, https://doi.org/10.1016/j.system.2005.06.007
52. McConachy, T. (2017). Developing intercultural perspectives on language use: Exploring pragmatics and culture in foreign language learning. Bristol, UK: Multilingual Matters. DOI: 10.21832/9781783099337
53. McKay, S. L., & Brown, J. D. (2015). Teaching and Assessing EIL in Local Contexts around the World. Routledge. ISBN 9781138782679
54. Mede, E., & Dikilitaş, K. (2015). Teaching and learning sociolinguistic competence: teachers’ critical perceptions. Participatory Educational Research, 2(3), 14-31. Retrieved October 24, 2021 from http://dx.doi.org/10.17275/per.15.29.2.3
55. Meier, A. J. (2003). Posting the banns: A marriage of pragmatics and culture in foreign and second language pedagogy and beyond (pp. 185-210). In Martinez-Flor, A., Juan, E. U. & Guerra, A. F. (Eds.) (2003). Pragmatic Competence and Foreign Language Teaching. Universitat Jaume I Castellon. ISBN 84-8021-416-3
56. Mestre, E., & Pastor, M. L. C. (2013). A pragmatic perspective to leverage English for Specific Purposes. Revista Española de Lingüística Aplicada, (1), 107-120. Retrieved October 13, 2021, from https://riunet.upv.es/handle/10251/44819
57. Michail, E. (2014). Raising Pragmatic Awareness through Teacher Illocutionary Acts. In Lavidas, N. Alexiou, T.& Sougari, A. M. (Eds.) Major Trends in Theoretical and Applied Linguistics 3: Selected Papers from the 20th ISTAL, 251-266. DOI:10.2478/9788376560915
58. Mohammed, M. M. (2012). Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners’ Pragmatic Competence. The Arab Gulf, 40(1-2). Retrieved October 13, 2021, from https://www.iasj.net/iasj/download/3e66f901f85bf035
59. Nachar, N. (2008). The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in Quantitative Methods for Psychology, 4(1), 13-20. DOI: 10.20982/tqmp.04.1.p013
60. Niezgoda, K., & Röver, C. (2001). Pragmatic and grammatical awareness: A function of the learning Environment (pp.63-79). In Rose, K. & Kasper, G. (Eds.) (2001). Pragmatics in Language Teaching. Cambridge University Press. https://doi.org/10.1017/CBO9781139524797.008
61. Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT, 35(1), 29-50. Retrieved October 24, 2021, from, https://doi.org/10.37546/JALTJJ35.1-2
62. Nu, T., Anh, T., & Murray, J. (2020). Pragmatic Content in EFL Textbooks: An Investigation into Vietnamese National Teaching Materials. TESL-EJ, 24(3). Retrieved November 23, 2021, from, http://www.tesl-ej.org/wordpress/issues/volume24/ej95/ej95a8/
63. O’Keeffe, A., Clancy, B., & Adolphs, S. (2019). Introducing pragmatics in use. Routledge. https://doi.org/10.4324/9780429342950
64. Oliver, P. (2003). The student’s guide to research ethics. McGraw-Hill/Open University Press.
65. Omaggio, A.C. (2001). Teaching languages in context: Proficiency-oriented instruction, 3rd ed. Boston, MA: Heinle & Heinle Publishers. ISBN-0-8384-4067-3
66. Özdemir, E. (2011). L2 Pragmatic-awareness-raising activities: Teaching request strategies in a focus on form class. Buca Faculty of Education Journal, 86-113. Retrieved 24, 2021, from, https://dergipark.org.tr/en/download/article-file/231634 Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). London: Sage Publications. ISBN: 978-0761919711
67. Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International journal of nursing studies, 47(11), 1451-1458. Retrieved 24, 2021, from, https://doi.org/10.1016/j.ijnurstu.2010.06.004
68. Rajabia, S., Azizifara, A., & Gowhary, H. (2015). The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Procedia-Social and Behavioral Sciences, 199, 231-239. Retrieved 24, 2021, from, https://doi.org/10.1016/j.sbspro.2015.07.511
69. Rose, K. R., & Kasper, G. (Eds.) (2001). Pragmatics in language teaching. New York, NY: Cambridge University Press.
70. Rueda, Y. (2006). Developing pragmatic competence in a foreign language. Colombian Applied Linguistics Journal, (8), 169-182. Retrieved 21, 2021, from, https://www.redalyc.org/articulo.oa?id=305726654001
71. Savić, M. (2014). Politeness through the prism of requests, apologies and refusals: A case of advanced Serbian EFL learners. Cambridge Scholars Publishing.
72. Savvidou, C., & Economidou-Kogetsidis, M. (2019). Teaching pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39-58. Retrieved 21, 2021, from, https://doi.org/10.29140/ice.v2n1.124
73. Shokouhi, S., & Rezaei, A. (2015). The importance of teaching pragmatics in the classrooms (focus on complimenting). Journal for the Study of English Linguistics, 3(1), 101-107. Retrieved 25, 2021, from, DOI: 10.5296/jsel.v3i1.7890
74. Sun, W. (2013). How to Cultivate Intercultural Communication Competence of Non-English Major Students. Theory & Practice in Language Studies, 3(12). doi:10.4304/tpls.3.12.2245-2249
75. Taguchi, N. (Ed.). (2009). Pragmatic competence. Berlin, Germany: Mouton de Gruyter.
76. Taguchi, N. (2011). The Effect of L2 Proficiency and Study-Abroad Experience on Pragmatic Comprehension. Language Learning, 61(3), p. 904-939. Retrieved 21, 2021 from, https://doi.org/10.1111/j.1467-9922.2011.00633.x
77. Taguchi, N. (2018). Pragmatic competence in foreign language education: Cultivating learner autonomy and strategic learning of pragmatics. In New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education (pp. 53-70). De Gruyter Mouton.
78. Taguchi, N., & Roever, C. (2017). Second language pragmatics (pp. 241-276). Oxford: Oxford University Press.
79. Tajeddin, Z. (2015). Interlanguage Pragmatics and Language Teaching. Tehran: Jungle Publication.
80. Tajeddin, Z., Alemi, M., & Pashmforoosh, R. (2018). Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers. Language and Intercultural Communication, 18(3), 300-314. Retrieved November 21, 2021, from, https://doi.org/10.1080/14708477.2017.1413105
81. Tajeddin, Z., & Alemi, M. (2020). Pragmatics pedagogy in EIL: A historical perspective. In Pragmatics pedagogy in English as an international language (pp. 1-18). Routledge.
82. Tajeddin, Z., & Bagherkazemi, M. (2021). Implicit and Explicit Pragmatic Learning Strategies: Their Factorial Structure and Relationship with Speech Act Knowledge. TESL-EJ, 25(3). Retrieved October 26, 2021, from, https://tesl-ej.org/pdf/ej99/a5.pdf
83. Takimoto, M. (2006). The effects of explicit feedback and form–meaning meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614. DOI: 10.1016/j.system.2006.09.003
84. Takkaç Tulgar, A. (2017). A Quantitative Study on Faculty Members' Perceptions of and Attitudes towards Teaching and Assessing Pragmatic Competence in EFL Context. Journal of Graduate School of Social Sciences, 21(3). Retrieved October 23, 2021, from, https://dergipark.org.tr/tr/download/article-file/468229
85. Takkaç Tulgar, A., Yağız, O., & Han, T. (2017). An Evaluation of Pragmatic Competence and Its Teaching from the Perspectives of Faculty Members and Students at Tertiary Level. Balikesir University Journal of Social Sciences Institute, 20(38), 589-604. Retrieved November 23, 2021, from, https://doi.org/10.31795/baunsobed.645125
86. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied linguistics, 4(2), 91-112. Retrieved November 21, 2021, from, https://doi.org/10.1093/applin/4.2.91
87. Thomas, D. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation. 27(2) 237–246. Retrieved November, 21, 2021, from, https://doi.org/10.1177/1098214005283748
88. Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the master's TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5-28. Retrieved November, 21, 2021, from, https://doi.org/10.1002/j.1545-7249.2009.tb00225.x
89. Vu, N. M. (2017). Teaching pragmatics in English as a foreign language at a Vietnamese university: Teachers’ perceptions, curricular content, and classroom practices (Unpublished PhD Thesis). The University of Sydney. Retrieved October 22, 2021, from, https://ses.library.usyd.edu.au/handle/2123/16157
90. Wain, J., Timpe‐Laughlin, V., & Oh, S. (2019). Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions. ETS Research Report Series, 2019 (1), 1-21. Retrieved October 23, 2021, from, https://doi.org/10.1002/ets2.12270
91. Wannaruk, A. (2008). Pragmatic transfer in Thai EFL refusals. RELC Journal, 39(3), 318-337. Retrieved November 22, 2021, from, https://doi.org/10.1177/0033688208096844
92. Warga, M., & Schölmberger, U. (2007). The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics, 4(2), 221-251. November 22, 2021, from, https://doi.org/10.1515/IP.2007.012
93. WEFT QDA. (2007). Retrieved October 24, 2021 from http://www.pressure.to/qda/
94. Wyner, L., & Cohen, A. D. (2015). Second language pragmatic ability: Individual differences according to environment. Studies in Second Language Learning and Teaching, 5(4), 519-556. Retrieved 25, 2021, from, https://www.ceeol.com/search/article-detail?id=330112
95. Yu, M. C. (2006). On the teaching and learning of L2 sociolinguistic competence in classroom settings. Asian EFL Journal, 8(2), 111-131. Retrieved November 16, 2021, from, https://asian-efl-journal.com/June_2006_EBook_editions.pdf#page=111
96. Yuan, Y. (2012). Pragmatics, perceptions and strategies in Chinese college English learning (Doctoral dissertation, Queensland University of Technology). Retrieved July 1, 2021, from, https://eprints.qut.edu.au/52860/