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

Yıl 2023, Cilt: 13 Sayı: 1, 34 - 55, 09.01.2023

Sedat Korkmaz , Çiğdem Karatepe

https://doi.org/10.18039/ajesi.1086084

Cited By: 3

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

• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Blyth, C., & Sykes, J. (2020). Technology-enhanced L2 instructional pragmatics. Language Learning & Technology, 24(2), 1-7. http://hdl.handle.net/10125/44718
• 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
• 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.
• 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
• 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
• 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
• 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
• 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
• 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
• Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th edition). London: Routledge. ISBN 0-203-02905-4
• 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
• Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker series, University of Nebraska. https://digitalcommons.unl.edu/
• Crystal, D. A. (2008). Dictionary of linguistics and phonetics (6th edition). crystal. DA Crystal– Oxford: Blackwell Publishing. http://dx.doi.org/10.1002/9781444302776
• 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
• 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.
• 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
• 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
• 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
• 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
• Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum. DOI: 10.5040/9781474212328.ch-001
• 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
• 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
• 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
• 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
• 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
• 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/
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Kasper, G. & Rose, R. (2002). Pragmatic development in a second language. Oxford: Blackwell. ISBN: 0631234306 9780631234302
• 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
• 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
• 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
• LoCastro, V. (2012). Pragmatics for language educators. A sociolinguistic perspective. New York: Routledge. ISBN 9780415801164
• 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
• 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
• 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
• 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
• McKay, S. L., & Brown, J. D. (2015). Teaching and Assessing EIL in Local Contexts around the World. Routledge. ISBN 9781138782679
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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/
• O’Keeffe, A., Clancy, B., & Adolphs, S. (2019). Introducing pragmatics in use. Routledge. https://doi.org/10.4324/9780429342950
• Oliver, P. (2003). The student’s guide to research ethics. McGraw-Hill/Open University Press.
• Omaggio, A.C. (2001). Teaching languages in context: Proficiency-oriented instruction, 3rd ed. Boston, MA: Heinle & Heinle Publishers. ISBN-0-8384-4067-3
• 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
• 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
• 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
• Rose, K. R., & Kasper, G. (Eds.) (2001). Pragmatics in language teaching. New York, NY: Cambridge University Press.
• 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
• Savić, M. (2014). Politeness through the prism of requests, apologies and refusals: A case of advanced Serbian EFL learners. Cambridge Scholars Publishing.
• 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
• 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
• 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
• Taguchi, N. (Ed.). (2009). Pragmatic competence. Berlin, Germany: Mouton de Gruyter.
• 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
• 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.
• Taguchi, N., & Roever, C. (2017). Second language pragmatics (pp. 241-276). Oxford: Oxford University Press.
• Tajeddin, Z. (2015). Interlanguage Pragmatics and Language Teaching. Tehran: Jungle Publication.
• 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
• 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.
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• WEFT QDA. (2007). Retrieved October 24, 2021 from http://www.pressure.to/qda/
• 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
• 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
• 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/