Abstract:
The need for integrating pragmatic awareness-raising into the lesson has long been
highlighted in the field of language teaching professional. EFL learners are required to poses
adequate and conscious knowledge including various pragmatic rules in the target language. Since in
EFL context like Indonesia, TL exposure is limited only in the classroom, the teachers carries
significant role to set strategies for effective pragmatic awareness-raising activities. Therefore, this
study attempted to explore to what extent EFL teachers in Indonesia raise students' pragmatic
awareness in their practices, the obstacles, and their reflection on their own practices. This study is
conducted through qualitative research with two English teachers taken as participants. The findings
of this study revealed that the teachers used explicit pragmatic instruction and pragmatic-awareness
raising activities encompassing pragmalinguistic and sociopragmatic area such as WDCT, analyzing
and practicing appropriate linguistic choices, identifying politeness/directness in utterances and
idiomatic expressions, role-playing, and debate. Based on the finding, students' lack of ability in
determining pragma-linguistic strategies and TL pragmatic exposures hinder the process of the
pragmatic awareness-raising. Therefore, the teachers still pay careful attention to their grammar and
vocabulary coverage. The result of this study also indicates that EFL teachers in Indonesia are aware
of the importance of pragmatic awareness. Despite the fact that some pragmatic awareness-raising
tasks they employed still have drawbacks, they have attempted to align their perceptions and beliefs
into practice. |
