PRAGMATIC INPUT AND AUTHENTICITY

It is often argued that the language is mostly associated with the grammar and vocabulary. However, in real life situations language learners are not only expected to produce the language and perform specific utterances which are meaningfully categorized according to the grammatical patterns or vocabulary, but also expected to represent utterances due to the proper sociocultural factors. Unfortunately, it is tough enough for the students to acquire pragmatic skills and competence due to the lack of authentic materials and situations in the classroom. Even though it is the era of technology and innovations, most of the educators conduct their classes through the textbooks and hardly go beyond them. This paper aims to decode some existing problems of teaching pragmatics in ESL/EFL classrooms in Uzbekistan and proposes possible solutions by highlighting the significance of materials based on real-life situations, targeted input and specific production activities, along with comprehensive comments.

Ҳали таржима қилинмаган