The (Non-)Teaching of Pragmatics in an EFL Context

Pragmatics is an area that may be underrepresented in ESL/EFL teaching. This study aims to investigate what extent pragmatics taught international EFL setting. For this purpose, 28 class sessions by 17 teachers from seven different cultural backgrounds were observed for their inclusion of pragmatic features classes. The results indicate, despite teaching school setting, these did not make important component accounted only 8.5 percent the total observation time and when dealt with, it was handled incidentally there a moment emphasize feature or textbook included section task relevant pragmatics. Teachers’ incidental treatment signals its importance language Thus, suggestions are made include materials programs teacher education programs.