Secondary School Teachers' Perceptions and Knowledge of Pragmatic Aspects in EFL Teaching in Tanzania

Judicate J. Selenya, Eusebius G. Mwisongo


Studies have shown that language teaching has been overly concerned with grammar while disregarding the importance of pragmatics. Despite this, the reasons behind this instructional approach have not been adequately investigated. Thus, this study aimed to investigate the knowledge and perceptions of English as a Foreign Language (EFL) teachers in Kinondoni Municipality, Tanzania, regarding the integration of pragmatics teaching into the classroom. A questionnaire was shared through Google Form and completed by thirty-six English language teachers from 8 secondary schools. Results revealed that the majority of teachers have a positive attitude towards the integration of pragmatics teaching and felt confident in their ability to incorporate it into their teaching, yet they have limited knowledge of pragmatics. These findings have implications for the quality of English language teaching and learning in the schools. The study recommends that more focus be given to the integration of pragmatics in the EFL teachers' education, as well as providing regular in-service training to English language teachers in Tanzania.

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