Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.39, sa.1, ss.125-154, 2024 (ESCI, TRDizin)
The present study attempted to explore Turkish EFL teachers’ perceptions and views regarding teaching
pragmatics and idealized pragmatic norms in English, and to explore a possible relationship between how
they perceive teaching pragmatics and idealized pragmatic norms in English. Mixed-method research design
was adopted with the help of questionnaires and semi-structured interviews. The concurrent-parallel design
was adopted to collect and analyse the qualitative and quantitative data separately. 202 teachers participated
in the questionnaires and interviews were held with 9 of them. The findings of the study indicated that Turkish
EFL speaker teachers in the Turkish context perceive teaching pragmatics quite important, yet they point out
some internal and external factors negatively affecting their teaching experiences such as keeping cultural
identity, assessment system, following curriculum and syllabuses. In addition, the present study revealed that,
in terms of pragmatic norms in English, teachers hold views closer to EIL (English as an International
Language), as they question the norms and ownership of the English language. In the light of the findings,
recommendations for teaching pragmatics and future studies were provided.
Keywords: Pragmatics, pragmatic norms, teachers’ perceptions, English as an international language (EIL).