Özet:

The teaching of pragmatic features in the field of ELT has received more attention recently. Many studies indicated that English textbooks fail to represent the features of pragmatics. Yet, textbooks are a valuable source of information for students, so it is vital for teachers to be able to enrich the textbook activities for teaching pragmatics. However, to what extent teachers can achieve this has not been investigated yet. Moreover, no studies have been found investigating the views of EFL teachers on the teaching materials for pragmatics instruction. To fill in this gap, a dialogue activity aiming to teach requests was modified based on the relevant literature. The modified activity was presented to the attention of 100 Turkish EFL teachers. Then, the views of EFL teachers on the modified activity were investigated through a questionnaire and semi-structured interviews. The study also aimed to question if teachers were willing to adapt textbook activities for more effective pragmatics instruction. The results indicated that teachers found the modifications useful for pragmatics instruction. Furthermore, no statistically significant difference was found between those who had taken a course on pragmatics during their teacher training and the ones who had not. It was found that teachers regarded material adaptation for the instruction of pragmatics as a must. Even so, they admitted that none of them had made such adaptations as they thought they were not equipped with a satisfying level of knowledge on pragmatics.

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