An Exploratory Practice on Task-Based Pragmatics Instruction: Insights From an EFL Classroom
TESOL Journal, cilt.17, sa.3, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 17 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.1002/tesj.70143
- Dergi Adı: TESOL Journal
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), MLA - Modern Language Association Database, MLA International Bibliography, Education Source Ultimate (EBSCO)
- Hatay Mustafa Kemal Üniversitesi Adresli: Evet
Özet
Situated within the framework of Exploratory Practice (EP), this practitioner research explores the effectiveness of task-based pragmatics instruction in an English as a Foreign Language (EFL) classroom in Türkiye. Task-based pragmatics instruction, which integrates pedagogic tasks to enhance language learners' pragmatic competence, was a puzzling issue for the practitioners of this study. Using EP principles, the practitioners, two English language teacher candidates, along with their mentor, designed and delivered a six-week EFL module using collaborative tasks to teach L2 pragmatics. The teachers explored students' and their own puzzles over task-based pragmatics instruction in an EFL setting. Data sources included weekly reflections from students collected through potentially exploitable pedagogic activities (PEPAs), semi-structured interviews with students, and teacher journals. The findings indicate that collaborative tasks fostered a supportive and motivating learning environment, reducing anxiety and facilitating authentic foreign language learning. The study underscores the effectiveness of task-based pragmatics instruction in developing pragmatic competence and highlights the value of EP in bridging the gap between theory and practice in EFL teacher education.