TEACHERS’ PRAGMATIC AWARENESS AND CLASSROOM PRACTICE

Abstract

Pragmatic competence is a fundamental aspect of language proficiency that enables individuals to use language appropriately in various social and cultural contexts. In foreign language education, teachers play a crucial role in fostering learners’ pragmatic competence. However, the effectiveness of pragmatic instruction largely depends on teachers’ own pragmatic awareness and their ability to incorporate pragmatic elements into classroom practice. This article examines the relationship between teachers’ pragmatic awareness and classroom practice, highlighting the importance of pragmatics in language teaching.