EFL Iraqi Instructors ’Awareness of Teaching Pragmatic Competence: An Exploratory Study

Abstract

The study measures the EFL Iraqi instructors’ awareness of teaching pragmatic competence, the degree to which those strategies are incorporated into everyday classroom practice. Hence, the study employs a quantitative approach to accomplish its goals, where the researcher employs a Pragmatic Awareness Questionnaire that measures their awareness to ultise effective input, output, feedback, and intercultural tasks. Then, using SPSS, the quantitative data is examined. Its results shows that Iraqi instructors are aware of the importance of incorporating those effective strategies into EFL contexts; however, implementation is still insufficient for various reasons, including the examination-driven systems, teachers' confusion about what pragmatic aspects to develop; lack of training in teaching pragmatics; lack knowledge of the target culture; difficulties with classroom management, especially with large classes, and; students’ inadequate language proficiency, etc. The study, finally, sets a section on recommendations, providing pedagogical ones for Iraqi