Teachers’ Perceptions of the Teaching of Speech Acts and Pragmatics in the EFL Classroom at the Algerian Higher Education Institutions

Farida Bounab

Auteurs-es

Farida Bounab Université des Frères Mentouri Constantine, Algérie

Mots-clés :

La pragmatique, apprentissage de l’Anglais comme langue étrangère, compétence pragmatique, théorie des actes de parole, enseignement de la pragmatique

Résumé

La présente recherche vise à étudier les attitudes des enseignants Algériens du supérieur envers l’enseignement de la pragmatique, en général, et des actes de parole, en particulier, en classe d’anglais comme langue étrangère. Plus précisément, elle examine les avis des enseignants vis-à-vis l’enseignement des actes de parole et de l’information pragmatique qui les accompagne. Pour atteindre l'objectif de cette recherche, 39 enseignants ont participé à cette étude et ont répondu à un questionnaire de 25 questions. Les résultats ont révélé que la majorité des enseignants trouvent que l’enseignement des actes de parole et les éléments pragmatiques liées à ces actes est important dans le cadre de l’enseignement de l’anglais ; cependant, quand il s’agit de l’inclusion de ces éléments dans leur classe, ils ne les intègrent pas fréquemment. Donc, davantage d’efforts devraient être faits pour assurer l’enseignement de ces éléments pragmatiques et le développement de la compétence pragmatique des apprenants.

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