تسجيل الدخول

تسجيل

Why Teachers Don’t Use Their Pragmatic Awareness DESIGN OF THE RESEARCH

المؤلف:  Maria Cristina Lana Chavez de Castro

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P282-C16

2026-09-05

12

Why Teachers Don’t Use Their Pragmatic Awareness

DESIGN OF THE RESEARCH

With a view to determining whether the provision of CF at the pragmatic level could be increased by means of a teacher-training program on Pragmatics, I opted for a combination of three research methods.

First of all, data were collected from four lessons by each one of my three informants, two lessons of which were to be observed before the intervention and the remaining two lessons after the intervention, totaling a number of twelve lessons in the whole study. The purpose of this procedure was to detect the provision of CF at the pragmatic level in these lessons and determine whether the intervention played a significant role in promoting such provision. Lesson observation, however, could not shed any light on the informants’ perception of CF and Pragmatics. Bearing that in mind, a questionnaire (C.f. Appendix) was given to the teachers halfway through the lesson observation phase, more specifically, between the first round of observations and the intervention. Its purpose was to try to probe the informants’ views of both CF and Pragmatics. In order to achieve more complete data triangulation, interviews with the informants were carried out to allow informants to be confronted with the results from the observations and their answers to the questionnaire. The purpose of these unstructured interviews was to make teachers reflect upon their practice as far as Pragmatics and CF in Pragmatics were concerned.