THE PLACE OF PRAGMATICS-BASED INSTRUCTION IN SECONDARY SCHOOL EFL EDUCATION (THE CASE OF ALGERIAN SECONDARY SCHOOL TEACHERS)

Abstract

Abstract Linguistic competence has always been the central focus in EFL classroom. However, many recent researches have emphasized the role of communicative competence including the pragmatic competence in enhancing the L2 learners’ learning and use of the target language. This study aims at examining Algerian EFL secondary school teachers’ perceptions and practices about the role of integrating pragmatics based instruction in the Algerian EFL classrooms. An online semi-structured questionnaire was randomly distributed to seventy (70) secondary school teachers from all around Algeria. The findings of this study revealed that Algerian EFL secondary school teachers hold high awareness levels about the significant role of integrating pragmatics based instruction in the Algerian EFL classrooms. Additionally, the findings have shown that Algerian EFL secondary school teachers frequently integrate pragmatics teaching activities in their courses. Moreover, a set of challenges face these teachers while attempting to integrate pragmatics based instruction into their classrooms were identified.