INTRODUCTION
Background of the study
English has emerged as the world's leading global language, essential for business, science, and politics Its dominance is evident as globalization influences political and academic discussions Proficiency in English has become a common objective for many language learners, including Vietnamese EFL learners.
In recent years, language teaching has evolved from a traditional focus on linguistic knowledge—such as vocabulary, pronunciation, and syntax—to prioritizing the development of communicative competence This shift emphasizes that the primary goal of language teaching is now to enhance learners' ability to communicate effectively.
As a component of non-native English speakers‘ communicative competence (Savignon, 1991) pragmatic competence is an important ingredient of language proficiency (Canale & Swain, 1980; Bachman, 1990; Bachman & Palmer, 1996,
Pragmatics is crucial in language teaching and learning as it enhances learners' communicative competence It is a key component of successful communication, where pragmatic errors can have more significant repercussions than grammatical ones Such errors may lead to perceptions of impoliteness or breaches of etiquette, emphasizing the importance of pragmatic competence in effective interaction.
People generally do not take offense at mispronunciations or grammatical errors made by nonnative speakers; in fact, foreign accents can be perceived as charming However, errors in social norms, such as asking inappropriate questions or neglecting customary expressions like apologies or compliments, are often viewed as personal affronts rather than natural aspects of language learning or intercultural differences.
Because of the important role of pragmatic competence, it is imperative for learners to acquire the ability to properly use language
In Vietnam, English is considered a foreign language rather than a second language, leading to limited opportunities for learners to practice it in daily life or outside the classroom Consequently, students rarely engage in informal language learning.
(2001) states: ―In a foreign language situation…learners lack the need and opportunity of genuine communication in the target language.‖ (p 1)
Teaching materials and educators are crucial in enhancing students' pragmatic competence Textbooks serve as the focal point of the curriculum in many classrooms, often acting as the primary source of language input for learners in English as a foreign language contexts This reliance on textbooks provides the foundation for language practice that takes place both in and out of the classroom.
Teachers play a crucial role in teaching pragmatic competence, alongside textbooks If educators and textbook authors fail to incorporate pragmatic materials, students risk losing their ability to use language appropriately in various communication contexts (Garcia, 2004) Barcelos (2000) emphasizes that teachers' perceptions significantly influence classroom practices Thus, exploring teachers' views on using textbooks for teaching pragmatic competence to EFL students is essential for enhancing students' pragmatic skills Despite this, there has been limited research specifically addressing teachers' perceptions in this area This study aims to investigate teachers' perceptions of the 10th-grade English textbook in developing pragmatic competence for EFL students.
Rationale for the study
This research is motivated by the critical role of pragmatic competence in language instruction, as traditional teaching of vocabulary and grammar alone does not prepare students to use English naturally and effectively in real-life contexts Alcaraz (1983, as cited in Martinez-Flor, 2004) highlights the transition from language usage rules to language use rules, driven by the emergence of pragmatics as a distinct area of study within linguistics that emphasizes interactional and contextual factors Pragmatic knowledge enables individuals to comprehend how utterances, sentences, and texts relate to their communicative goals and the specific features of the language use setting (Bachman & Palmer, 1996, p 68; 2010).
Pragmatic competence, defined as the ability to understand and use language appropriately in social contexts, is crucial for effective communication in any language, whether it be a first, second, or foreign language According to Crystal (1985), this study focuses on how users make language choices, face constraints, and influence others during communication As highlighted by various scholars (Canale, 1983; Leech, 1983; Thomas, 1983; Bachman, 1990), without pragmatic competence, individuals struggle to engage in everyday social interactions Therefore, learners aiming to become proficient English users must develop their pragmatic skills to thrive in social environments.
The second reason for selecting this topic is the crucial role textbooks play in developing learners' pragmatic competence It is essential for students to enhance their pragmatic skills in language teaching and learning, with textbooks serving as the primary, and often sole, source of linguistic input in English language teaching (ELT), particularly in English as a Foreign Language (EFL) classrooms (Kim & Hall, 2002; Vellegna, 2004; Peiying).
In English teaching, textbooks are regarded as the primary resource However, research indicates that teachers rarely incorporate external materials related to pragmatics, leading to a heavy reliance on textbook content, which is insufficient for effectively teaching pragmatic skills.
This article aims to provide essential information and practical guidelines for teachers to effectively utilize textbooks in developing pragmatic competence among EFL students It is intended that teachers will gain confidence and enhance their pragmatic knowledge through this resource The research highlights fundamental principles for addressing pragmatics in the classroom and serves as a valuable tool for educators who are interested in pragmatics but possess limited knowledge in a foreign language context.
The aims and research questions of the study
This research aims to explore teachers‘ perceptions of using 10 th grade English textbook to develop pragmatic competence for EFL students It particularly aims to answer these following questions:
1 What are the presentations of the current 10 th grade English textbook in terms of pragmatic instruction?
2 How do teachers perceive using 10 th grade English textbook pragmatic contents and presentations to develop pragmatic competence for
EFL students? Do teachers face challenges or opportunities when using 10 th grade English textbook to develop pragmatic competence for EFL students?
Significance of the study
This study will provide an insight into the perceptions of teachers on using
10 th grade English textbook to develop pragmatic competence for their EFL students It is expected to have these following significances:
Firstly, the research will help the syllabus designers and textbook writers to make some changes in the syllabus and textbooks in which pragmatic competence received the right considerations
Secondly, teachers of 10 th grade who want to teach some aspects of pragmatics effectively can use this research as a resource to develop their own teaching materials
Last but not least, the research is hoped to become a needful one for the other researchers to pay close intention to the field.
Scope of the study
This study will be conducted in two phases: first, it will analyze the pragmatics aspects, particularly speech acts, in the 10th-grade textbook, and then it will explore the challenges and opportunities in teaching and learning pragmatics for 10th graders The second phase will involve investigating teachers' perceptions regarding the challenges and opportunities for teaching pragmatic competence through English textbooks, ultimately leading to recommendations based on research findings Speech acts consist of three components: locutionary, illocutionary, and perlocutionary acts, with recent literature emphasizing the illocutionary act due to its strong link to communicative competence The illocutionary act focuses on the intended purposes of speech acts and contextual factors, aligning closely with the concept of pragmatic competence While the 10th-grade textbook presents various pragmatic aspects of the English language, this research will specifically concentrate on speech acts.
Organization of the study
This study comprises five chapters, beginning with an overview in Chapter One Chapter Two explores theoretical aspects such as communicative competence, its models, pragmatic competence, the significance of teaching pragmatics, its teachability in EFL contexts, various speech acts, and the crucial roles of textbooks and teachers' perceptions Methodology is addressed in Chapter Three, detailing the study design, data collection instruments, reliability and validity tests, data collection procedures, subject selection, and analytical framework Chapter Four analyzes the data and discusses the challenges and opportunities in teaching pragmatic competence within EFL settings Finally, Chapter Five summarizes the major findings, conclusions, implications, and recommendations for future research.
LITERATURE REVIEW
THEORETICAL BACKGROUND
The concept of communicative competence came about in reaction to the following assertion made by generative-grammarian Norm Chomsky:
Linguistic theory focuses on an ideal speaker-listener within a uniform speech community, who possesses complete mastery of the language This ideal individual remains unaffected by irrelevant factors such as memory constraints, distractions, changes in attention, and errors—whether random or typical—in their language application during real-life communication.
Chomsky differentiated between language form, known as competence, and language use, referred to as performance He asserted that the internal grammar of the speaker-listener, which evaluates the grammaticality of sentences, should be the primary focus of linguistic research.
Chomsky's focus on grammatical theory has faced criticism for neglecting the appropriateness of utterances Dell Hymes, a prominent sociolinguist and ethnographer, introduced the concept of communicative competence, emphasizing the sociocultural significance of language use (Canale & Swain, 1980) Hymes (1974) built on Chomsky's notion of grammatical competence by highlighting the importance of contextual relevance in language knowledge He argued that true language proficiency encompasses understanding "when to speak, when not, what to talk about with whom, when, where, in what manner" (Hymes, 1972, p 277), alongside the ability to construct grammatically correct sentences Thus, Hymes' theory integrates both the form and function of language competences.
Van Dijk (1977, p 167) supports Hymes‘ notion communicative competence
He says that communicative competence is an integrated concept which includes aspects from a person‘s ―psychological view of the language‖ and the knowledge of
Effective social behaviors require communicative competence, which is the ability to convey and interpret messages and negotiate meanings within specific contexts (Brown, 1987, as cited in Kaburise, 2005).
Like Hymes and Van Dijk, Brown (1980) does not consider language as an isolated system, but a means of communication In agreement, Savignon (1983, p
9) also deals with the social aspect but emphasizes the negotiation nature of communication: ―Communication competence is relative not absolute, and depends on the cooperation of all the participants involved.‖
In accordance with Hymes' concept of communicative competence, Saville-Troike examines this issue within second or foreign language contexts She categorizes communicative competence into three essential types of knowledge: linguistic, interactional, and cultural knowledge (Saville-Troike, 1989).
Saville-Troike identifies three essential areas of knowledge that form the foundation of communicative competence, all of which are linked to Hymes' concept of appropriateness in communication These areas are crucial for understanding how interlocutors engage in verbal interactions during communicative events.
Bara (2010) redefines communicative competence based on Hymes' notion, suggesting that "competence" refers to the inherent capacities of a communication system, regardless of their actual application In contrast, "performance" pertains to the capacities demonstrated by the system in practice Thus, "communicative competence" signifies the ability to communicate effectively.
―Competence‖ is one of the most controversial terms in the field of general and applied linguistists according to various works in the area
Communicative competence extends beyond simply knowing grammatical rules for sentence construction; it involves understanding a repertoire of pre-assembled patterns and frameworks According to Widdowson (1989), it is essential to possess a toolkit of rules that allows for necessary adjustments based on contextual standards.
Numerous linguists have proposed various definitions of communicative competence, leading to efforts in identifying and characterizing its components (Canale & Swain, 1980; Bachman, 1990; Celce-Murcia et al., 1995) Among these components, pragmatic competence consistently emerges as a crucial element This article will explore the models of communicative competence to highlight the key components and the evolution of pragmatic competence.
The first comprehensive model of communicative competence, which was intended to serve both instructional and assessment purposes, is that of Canale & Swain
In 1980, a model of communicative competence was introduced and later expanded by Canale in 1983, as referenced in works by Celce-Murcia et al (1995), Kasper & Kenneth (2006), and Martinez-Flor & Uso-Juan (2006, 2008) This model identifies four key components: grammatical competence, sociolinguistic competence, strategic competence, and discourse competence.
Figure 2.1 Canale & Swain’s (1980) and Canale’s (1983) model of communicative competence
1 Grammatical competence - grammatical competence is concerned with mastery of the linguistic code (verbal or non-verbal)
2 Sociolinguistic competence - The mastery of sociocultural rules of appropriate use of language; that is, how utterances are produced and understood in different sociolinguistic contexts Sociolinguistic competence, as said by Alptekin
(2002, p 58), deals with the social rules of language use, which involve an understanding of the social context in which language is used
3 Discourse competence - The mastery of rules concerning cohesion and coherence of various kinds of discourse in language to achieve a meaningful unity of spoken or written texts
4 Strategic competence - The mastery of verbal and non-verbal communication strategies in language used when attempting to compensate for deficiencies in the grammatical and sociolinguistic competence or to enhance the effectiveness of communication (e.g., paraphrasing, how to address others when uncertain of their relative social status, slow speech for rhetorical effect, etc.) According to Bagaric and Mihaljevic (2007), this model dominates the fields of second and foreign language acquisition and language for more than a decade However, Schacher (1990, as cited in Martinez, 2004, p 38) claims that the model proposed by Canale and Swain does not sufficiently distinguish between sociolinguistics and pragmatics It means that they do not consider pragmatics as an important and independent component They see it just an area in sociolinguistic competence
Ten years after Canale and Swain introduced the framework of communicative competence, Bachman (1990) proposed a more comprehensive model that includes pragmatic competence as a key component He identified three central elements essential for defining communicative language ability: language competence, strategic competence, and psychophysiological mechanisms Focusing on language competence, Bachman divided it into organizational competence and pragmatic competence Organizational competence encompasses both linguistic and discourse competence, aligning with Canale and Swain's grammatical competence, which involves controlling the formal structure of language Textual competence, a subset of organizational competence, refers to the conventions of cohesion, coherence, and rhetorical organization in communication Bachman's model integrates pragmatic competence within language competence, defining it as the knowledge that connects words and utterances to their meanings, intentions, and contextual characteristics This pragmatic competence further includes illocutionary and sociolinguistic competence, illustrating the complexity of communicative competence.
Figure 2.2 Bachman’s (1990, p 87) model of communicative competence
According to Barron (2003), pragmatic competence, based on Bachman's model, encompasses the understanding of linguistic resources in a language for expressing specific illocutions, the sequential dynamics of speech acts, and the appropriate contextual application of these linguistic resources.
Similarly, in 2007, Bagaric and Mihaljevic (2007) say that pragmatic knowledge in Bachman‘s model refers to abilities for creating and interpreting discourse It includes illocutionary competence and sociolinguistic competence
1 Illocutionary competence: the knowledge of pragmatic conventions for expressing acceptable language functions and for interpreting the illocutionary power of utterances or discourse (functional knowledge)
2 Sociolinguistic competence: the knowledge of sociolinguistic conventions for creating and interpreting language utterances which are appropriate in a particular context of language use (sociolinguistic knowledge)
In this sense, illocutionary competence is similar to pragmalinguistics and sociolicguistic competence is similar to sociopragmatics in Leech‘s and Thomas‘ model as we can see below:
Figure 2.3 Leech’s (1983) and Thomas’ (1983) distinction between pragmalinguistics and sociopragmatics
Bachar's model is favored for its comprehensive and structured representation of the essential elements of communicative competence, according to Bagaric and Mihaljevic (2007).
Related studies on pragmatic competence instruction in textbooks
Research has shown that commercial English textbooks used in EFL contexts across various countries often lack sufficient and suitable pragmatic knowledge for learners Studies by Vellenga (2004), Shimizu, Fukusawa & Yonekura (2007), Yang (2007), and Akutsu (2008) highlight this common shortcoming in L2 educational materials.
Vellenga (2004) conducted a comprehensive qualitative and quantitative analysis of eight textbooks designed for intermediate to upper-intermediate ESL and EFL learners The study selected four integrated skills EFL texts and four grammar-focused ESL texts through an informal survey of major publishers A detailed page-by-page examination was performed to extract information on pragmatic aspects, metalanguage style, and speech acts Additionally, the teacher's manuals were cross-referenced with the textbooks to assess the pragmatic content, and teacher interviews were included in the research process Any mention of culture, context, illocutionary force, politeness, appropriacy, or register, regardless of its brevity, was counted as a full page in the analysis.
The study revealed a significant deficiency in metalinguistic and metapragmatic information within the examined textbooks, with overall pragmatic content being minimal across all texts While a small fraction of pages in EFL textbooks contained pragmatic information, ESL texts exhibited superior quality in terms of the number of speech acts and pragmatic cues However, most speech acts lacked metapragmatic discussions on politeness or appropriateness This finding was consistent with teacher manuals, which provided no additional metapragmatic insights beyond the student books Furthermore, interviews with teachers indicated that three out of four educators supplemented their textbooks with external activities, yet these rarely addressed pragmatic topics, highlighting that textbooks remained the primary source of input for learners.
Shimizu, Fukasawa, and Yonekura (2007) conducted a study on the introduction and practices of speech acts in Oral Communication 1 textbooks used in Japan, differing from Vellenga's (1994) research by focusing on the EFL context The study analyzed 17 textbooks, emphasizing the pragmatic feature of speech acts It involved counting the types of speech acts and responses explicitly presented in the textbooks to assess the degree of explicitness of pragmatic information Additionally, variations of linguistic forms, explanations of these forms, and exercises for practicing speech acts were thoroughly examined.
The findings align with Vellenga's (2004) study, revealing that textbooks presented a limited number of speech acts, resulting in students encountering only a few linguistic variations Consequently, the metapragmatic information provided was inadequate in both quantity and quality, restricting students' opportunities to practice the speech acts and forms they had learned Similarly, Ji's (2007) research in the EFL context confirmed these results through a content analysis of the College English (New) Listening and Speaking Course textbooks, highlighting the lack of comprehensive pragmatic materials and tasks.
The study, published by Shanghai Foreign Education and Teaching Publishing House between 2001 and 2003, focuses on materials designed for third-year university students, incorporating pragmatic information adapted from Vellenga (2004) It encompasses key elements such as politeness, appropriacy, formality, register, and cultural context, alongside metapragmatic information, metalanguage, speech acts, and pragmatically oriented tasks The research analyzes qualitative data to assess both the quantity and variety of pragmatic information included in the textbooks, as well as the richness and nature of this information.
Research indicated that the variety of pragmatic information in the books was limited, with most metapragmatic explanations being simplistic Furthermore, the authors of the College English textbooks did not adequately consider the quantity of pragmatic information in each course material, resulting in uneven distribution across the four Listening and Speaking textbooks.
In Vietnam, Nguyen (2011) analyzed and evaluated the pragmatic content of three textbooks English 10, English 11, and English 12 (each accompanied by a students‘ workbook and teacher‘s manual), intended for Vietnamese Grade 10 (aged
A study focused on Grade 10 to Grade 12 students, aged 16 to 18, who have been learning English for at least three years, analyzed the linguistic presentation of speech acts in textbooks It assessed whether these resources offer sufficient contextual and meta-pragmatic information to aid in understanding speech acts The findings revealed that textbooks often fall short in providing accurate pragmatic information, highlighting the necessity for realistic pragmatic models accompanied by clear explanations of usage rules to enhance learners' pragmatic competence in the target language.
Studies on pragmatic information in EFL contexts indicate that most course materials inadequately equip learners with essential pragmatic knowledge, often presenting low-quality speech acts There is a significant lack of metapragmatic information and metalinguistic explanations, which are either infrequent or unclear in textbooks Additionally, the activities aimed at enhancing pragmatic skills are minimal Consequently, textbooks are generally unreliable linguistic resources regarding pragmatic aspects, posing challenges for teachers aiming to develop students' pragmatic competence for real-life communication.
Summary
This chapter begins by defining communicative competence and highlights the significance of pragmatic competence through four models It explores the concept of pragmatic competence and discusses its importance and teachability in EFL contexts The relationship between speech acts and pragmatic competence is examined, along with an introduction to various types of speech acts to provide an overview Additionally, the chapter emphasizes the role of teachers and their use of textbooks in fostering pragmatic competence among EFL students, as well as the impact of teachers' perceptions Finally, it concludes with a review of relevant studies on the instruction of pragmatic competence in textbooks.
The upcoming chapter will outline the methodology for exploring the challenges faced by teachers, along with their overall perspectives on utilizing the 10th-grade English textbook to enhance pragmatic competence among EFL students.
METHODOLOGY
Introduction
This chapter focuses on the selection of research design, instruments, and subjects for the study It employs both quantitative and qualitative approaches to investigate the problem The primary objective is to explore teachers' perceptions of using textbooks to enhance pragmatic competence in their EFL students To achieve this, a descriptive research method was selected, which allows for the specification and description of a phenomenon without the need for experimentation.
Design of the study
According to Crotty (1998), the research process comprises four fundamental elements: methods, which refer to the techniques for gathering and analyzing data; methodology, the strategic plan that connects methods to desired outcomes; theoretical perspective, the philosophical stance that informs the methodology; and epistemology, the theory of knowledge inherent in the theoretical perspective and methodology.
The four elements inform one another, and their relationship is shown in Figure 3.1
Figure 3.1 Four elements of research design
This study utilized both qualitative and quantitative methods, integrating quantitative techniques within a primary qualitative research framework to explore teachers' perceptions of using textbooks for developing pragmatic competence in EFL students The combination of these approaches enhances the understanding of complex phenomena and improves research validity, reaching diverse audiences Sequentially applying quantitative methods to identify major trends informs the subsequent qualitative analysis, leading to a more comprehensive understanding of the target phenomenon.
Research methods provide a more accurate depiction of complex situations (Erickson, 1991) In this case study, the researcher employs various instruments, including questionnaires, interview questions, and textbook examination checklists.
This study integrates Second Language Acquisition (SLA) theory, specifically focusing on the frameworks of Pragmatics and Teaching English as a Foreign Language (TEFL) It examines teachers' perceptions of utilizing textbooks to enhance the pragmatic competence of English as a Foreign Language (EFL) students, emphasizing key concepts such as pragmatic competence, communicative competence, and speech acts.
Following is the table that demonstrates the research design of this study
Table 3.1.Design of the study
- Teaching English as a Foreign Language
- Language taught and learned through interaction, use and engagement in meaningful contexts
Participants
The study involved 45 English teachers from six upper secondary schools in Quang Tri province, representing urban, rural, and remote areas Over six days, the researcher collaborated with the English departments of each school, where participation was voluntary and anonymous, with nearly all teachers agreeing to take part Prior to the study, participants were informed about its aims and significance Three days after completing the questionnaire, six teachers—one from each school—were selected for anonymous focus group interviews to ensure diversity in gender, teaching experience, and educational background.
Table 3.2 and 3.3 will demonstrate clearly the information of the participants
Table 3.2 : Demographic variables of the participants (NE)
Table 3.3 Demographic representations of participants for semi-structured interviews
Name Gender Age High school Years of
Dung Male 42 Quang Tri Town 17 Bachelor‘s degree
Cuu Male 32 Trieu Phong 8 Bachelor‘s degree
Nam Male 35 Vinh Dinh 10 Bachelor‘s degree
Hoa Female 23 Chu Van An 3 Bachelor‘s degree
Hang Female 38 Nguyen Hue 12 Master‘s degree
Nhan Female 28 Nguyen Huu Than 6 Bachelor‘s degree
Data collection
Quantitative data was collected through closed-ended questions in the questionnaire and textbook content analysis, while qualitative data was obtained from responses to open-ended questions in the questionnaire and focus group interview transcripts The following outlines the chronological order of the data collection procedures for this research.
First, permission from the principal and the agreement to cooperation of the head of the English department at each school were assured
Then, data collection comprising a questionnaire and a semi-structured focus group interviews occurred between February and March 2014 in Quang Tri, Vietnam
To minimize disruption to teachers' schedules, the study was carried out outside regular teaching hours A questionnaire, requiring approximately 30 minutes to complete, was administered at a designated time in each school To ensure convenience for participants, appointments were arranged on Sundays Each interview lasted 90 minutes, with the timeline and locations for data collection detailed in Table 3.4.
Table 3.4 Data collection timeline and place
17:00 22/02/2014 Quang Tri Town Questionnaire Conference room 17:00 01/03/2014 Nguyen Hue Questionnaire Conference room 17:00 08/03/2014 Chu Van An Questionnaire Conference room 17:00 15/03/2014 Nguyen Huu Than Questionnaire Conference room 17:00 22/03/2014 Vinh Dinh Questionnaire Conference room
Conference room of Nguyen Hue high school
Data analysis
Data analysis involves extracting meaningful information from the underlying content of data Researchers must logically interpret and analyze collected data to identify key components that explain the subject of study (Denscombe, 2007) In this research, raw quantitative data from questionnaires and textbook content analysis was utilized for quantitative analysis, which is typically more straightforward than qualitative methods for addressing research questions (Dornyei, 2007) The questionnaire data were coded into numerical format and analyzed using the Statistical Package for the Social Sciences (SPSS) version 16.
Content analysis starts during or after data processing and involves several key steps First, researchers formulate specific research questions and then collect relevant data Next, the data is categorized according to these questions, allowing for the identification of connections between the information gathered from textbooks and the responses from participants Finally, researchers interpret the data, assigning meaning to the findings obtained.
The qualitative data gathered from the interview, along with the first and third sections of the questionnaire, were converted into textual formats for qualitative analysis The analysis adhered to four fundamental principles.
1 The analysis of the data and the conclusions drawn from the research must be rooted in the data;
2 The researcher‘s explanation of the data should come from a detailed study of the data;
3 Unwarranted perceptions of data analysis should be avoided; and
4 The data analysis should include an iterative process (Denscombe, 2007).
Questionnaire
Questionnaires are defined as written instruments that present respondents with a series of questions or statements, allowing them to respond either by writing their answers or selecting from provided options (Brown, 2001a) As a quantitative data collection tool, questionnaires provide a comprehensive perspective from research subjects (Denscombe, 2007) Furthermore, they are classified as introspective research techniques, aiding in the recollection of past experiences, analysis of current sensations, problem-solving, and future planning (Delamillieur, 2010).
The study utilized a questionnaire comprising closed and open-ended questions, organized into three sections The first section gathered demographic information about the teachers The second section featured 40 items rated on a 5-point Likert scale, focusing on teachers' perceptions of using the 10th-grade textbook to enhance pragmatic competence in EFL students The final section solicited teachers' opinions on authorized resources to effectively utilize the textbook for developing pragmatic skills in EFL learners.
Part B: 40 items of 5-point Likert Scale
Table 3.5 Item topics of the aspects of the questionnaire
Teachers‘ perception on teaching pragmatic competence for EFL students 1, 5, 10,12,15
Teachers‘ perceptions of the pragmatic contents presented in 10 th grade textbook
2,3,4,6,7,8,9,11,14,16,19, 20,32,33,36,38,39 Teachers‘ perceptions and the reality of using textbook to develop pragmatic competence for EFL students
The questionnaires, provided in English as hard copies, underwent a pilot study to ensure quality prior to main data collection This pilot involved ten EFL teachers, comprising four males and six females, from an upper secondary school, distinct from the study participants The majority of the pilot participants indicated that they understood the questionnaire content easily.
Semi-structured focus group interviews
Interviewing is a widely utilized data collection method for gaining insights into social phenomena (Dornyei, 2007) Unlike casual conversations, interviews involve specific assumptions and understandings regarding the context (Dennscombe, 1983; Silverman, 1985) In various applied linguistic contexts, interviews are valuable for capturing the rich and complex experiences of language teachers, as well as their understanding of experiences both inside and outside the classroom (Dornyei, 2007; Tinto, 1995).
Interviews can be categorized on a continuum from unstructured to structured based on the formality of the relationship between the interviewer and interviewee (Nunan, 1992, p 149) Semi-structured interviews serve as a valuable middle ground, combining elements of both structured and unstructured formats This approach allows for a balance between interviewer-led and informant-led discussions (Arksey & Knight).
Interviews are structured with specific issues and questions to address, allowing interviewees the opportunity to elaborate on topics raised by the researcher (Denscombe, 2007) Dornyei (2007) emphasizes the defining features of semi-structured interviews, highlighting their flexibility and depth in exploring participant perspectives.
The semi-structured interview is ideal for researchers who possess a solid understanding of the phenomenon or domain being studied, allowing them to formulate broad questions beforehand This approach avoids the use of predetermined response categories, thereby preserving the depth and richness of the respondents' narratives.
A focus group interview consists of participants with similar knowledge or experience on a specific topic, allowing them to engage in meaningful discussions This collaborative dialogue fosters a consensus and shared viewpoints among members, providing researchers with insights into the reasoning behind their opinions The optimal size for a focus group is between six and nine participants, and sessions typically last about one and a half to two hours (Denscombe, 2007).
This study aims to gather insights from teachers on the use of textbooks to enhance pragmatic competence among EFL students Six teachers from different schools participated in focus group interviews, with a key question being whether they believe developing pragmatic skills is essential for high school students and why The researcher took field notes during the interviews to support data analysis, ensuring clarity by providing clarifications to prevent misunderstandings Conducting the interviews in Vietnamese allowed participants to comprehend questions better and express themselves more comfortably in their native language, fostering a relaxed atmosphere for accurate data collection Consequently, all records were maintained in Vietnamese and subsequently translated into English.
In the interviews, the researcher ensured a smooth conversation flow by refraining from interrupting the interviewees' responses This approach allowed each participant to take their time and thoroughly explore their ideas in relation to the questions posed.
The collected qualitative data were collected categorized into 3 main themes in the data report:
1 Teachers‘ perceptions on teaching pragmatic competence for EFL students
2 Teachers‘ view about the pragmatic contents presented in 10 th grade English textbook
3 Teachers‘ perception and the reality of using 10 th grade English textbook to develop pragmatic competence for EFL students
These themes were used to clarify understanding about teachers‘ perception of using textbook to develop pragmatic competence for students.
Textbook analysis
This research aims to explore language teachers' perceptions of using textbooks for teaching pragmatics It is essential to examine the inclusion of various pragmatic elements, such as apologies, compliments, complaints, requests, and expressions of gratitude, within these textbooks.
Content analysis is a crucial research technique in the social sciences, focusing on data as representations of texts, images, and expressions meant for interpretation and action This method emphasizes the importance of analyzing these materials in the context of their intended uses, setting content analysis apart from other research methods.
Content analysis, as defined by Krippendorff (2004), is a research method that enables researchers to draw replicable and valid inferences from texts or other significant materials to their contextual usage.
This study conducts a content analysis of the 10th-grade English textbook to explore the nature of pragmatic materials and tasks The examination includes both quantitative and qualitative assessments of pragmatic information Quantitatively, the study analyzes the percentage and variety of pragmatic content, while qualitatively, it evaluates the richness and nature of this information The pragmatic data is categorized based on frameworks adapted from Vallenga (2004) and Peiying (2007), which include general pragmatic information, metapragmatic information, metalanguage, speech acts, cultural information, and pragmatically oriented tasks.
This study investigates the pragmatic content of speech acts, including requests, apologies, complaints, and compliments, with a focus on their metapragmatic descriptions A comprehensive analysis was conducted, involving page-by-page counts and coding of various pragmatic information within 10th grade English texts to gather the necessary data.
Prior to sampling representative data pertinent to the study's central issues, code sheets were developed to identify the presence or absence of relevant elements The coding instructions and definitions were crafted to emphasize specific concepts that warranted attention in the text before being coded as present The code sheets encompassed nine categories, including pragmatic and functional language elements such as definitions, semantic formulas for complimenting, thanking, refusing, complaining, and apologizing, as well as rules for language use, metapragmatic and metalanguage explanations, and sets/models of speech acts (Olshtain & Cohen).
1991) The percentage of pragmatic pages will be also estimated
After categorizing the collected data, the textbooks were coded for key elements, which were then organized into tables for analysis Coding, a fundamental aspect of content analysis, involves transforming raw data into a standardized format Each new data entry from the textbooks was systematically registered under its corresponding code This technique enables the classification of content within a conceptual framework In this study, pragmatic elements were categorized into various aspects, including general pragmatic information, language use rules, cultural context, physical context, approaches to sociopragmatic competence, social context, and modes of instruction.
Content analysis starts during or after data processing and involves several key steps It begins with formulating research questions, followed by data collection and categorization based on those questions The next step is to identify connections between the data from textbooks and responses from participants Finally, the process concludes with interpreting and assigning meaning to the gathered data.
Validity and reliability
Validity and reliability are concepts closely related to the quality of a study It is often believed that there is no validity without reliability (Nunan & Bailey, 2009)
Validity refers to the truthfulness of conclusions drawn from assessment instruments, rather than the instruments themselves (Silverman, 2005; Lynch, 2003) It is a unitary concept supported by various types of evidence (Bachman, 2004) The current study enhanced its validity by utilizing multiple data sources that converge on the research question, establishing a robust chain of evidence (Yin, 2003).
Reliability refers to the consistency of data and observations obtained through various elicitation instruments, such as standardized tests and research tasks (Chalhoub-Deville, 2006) It indicates how measurement tools produce stable results across different circumstances and populations (Dornyei, 2007) To ensure the reliability of a study, it is essential to document specific procedures clearly, which helps avoid inconsistencies and measurement errors for future researchers (Bachman, 2004) This was accomplished through meticulous record keeping and data collection, ensuring consistent practices throughout the research process.
Ethical issues
Ethical considerations were paramount in this study involving human participants, conducted with the approval of the principals and English departments of six high schools in Quang Tri province All participants were thoroughly informed about their roles and adequately prepared for the research, with no coercion involved They had the freedom to withdraw from the study at any time without facing any academic penalties Data collected were securely and confidentially stored, and participants had the option to remain anonymous on questionnaires Additionally, interview transcriptions were de-identified prior to translation.
Summary
This chapter outlines the research methodology of the study, detailing the sampling, data collection, and analysis processes Teachers from six upper secondary schools in Quang Tri participated in the questionnaire, and six were interviewed through group sessions Data collection was conducted using surveys and semi-structured interviews, while analysis was performed using descriptive and interpretative methods The upcoming chapter will present the study's results based on the data analysis.