The investigation of pragmatic awareness levels of Turkish EFL teachers with a focus on request and apology situations

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, --, Türkiye

Tezin Onay Tarihi: 2025

Tezin Dili: İngilizce

Öğrenci: Çağla Genç

Danışman: Ali Şükrü Özbay

Özet:

This study investigated the pragmatic awareness levels of Turkish EFL (English as a Foreign Language) teachers, focusing specifically on their understanding and application of pragmatic norms in request and apology situations. Pragmatic competence, a crucial aspect of communicative competence, enables language users to navigate social interactions effectively. However, research indicates that non-native English teachers may face challenges in this domain, which could impact their teaching practices. The research employed a qualitative design to explore this issue comprehensively. The primary data collection tools included a Discourse Completion Test (DCT) and open-ended interviews. The DCT was designed to assess teachers' ability to produce contextually appropriate requests and apologies across various scenarios differing in power dynamics, social distance, and imposition levels. Responses were analysed qualitatively to identify patterns in politeness strategies and pragmatic appropriateness. Complementing the DCT, semi-structured interviews were conducted to explore participants' perceptions of pragmatic norms, their awareness of cross-cultural differences, and the methods they use to incorporate pragmatic competence into their teaching. The findings indicate that while Turkish EFL teachers generally possess a foundational understanding of pragmatic norms, challenges arise in adapting their strategies to nuanced contextual demands. The qualitative analysis revealed a disconnection between theoretical knowledge and practical application, with participants expressing the need for targeted professional development in pragmatics. The study highlights the importance of integrating pragmatic training into teacher education programs. One implication is that addressing these gaps could improve EFL teaching practices and help teachers develop effective communication skills in various social contexts.