A Pragmatic Study of the Recognition and Interpretation of Verbal Irony by Iraqi EFL Learners

Abstract

Verbal irony, a linguistic device where the intended meaning differs from the literal interpretation, is pivotal for effective communication. Iraqi English as a Foreign Language (EFL) learners encounter distinct challenges in recognizing and interpreting verbal irony due to cultural and linguistic disparities. This study investigates the nuances of verbal irony comprehension among Iraqi EFL learners, aiming to delineate challenges and inform targeted pedagogical interventions. Employing a quantitative approach, the research evaluates 100 Iraqi EFL learners' proficiency in recognizing and interpreting verbal irony through   tests. Results reveal varying levels of success, with some contexts exhibiting higher recognition rates. Cultural norms, social conventions, and pragmatic awareness emerge as influential factors shaping learners' understanding of irony. By integrating Grice's Cooperative Principle, Conversational Implicature, and Relevance Theory, alongside considerations of non-verbal cues, the study illuminates the intricate processes underlying irony comprehension. These findings advocate for culturally sensitive and contextually relevant language teaching methodologies to bolster learners' pragmatic competence and communicative efficacy