Yabancı Dil Öğretiminde Pragmatik Yeterlik Kazanımı

Abstract

This study aims to highlight the importance of pragmatic competence in foreign language teaching. Within this scope, near-synonymy, polysemy, homonymy, and metaphors were examined as instructional tools, and a theoretical framework was established regarding the pragmatic aspects of these linguistic phenomena. Based on this framework, it was emphasized that language learning requires not only the accurate use of language in terms of its structural and grammatical features but also its appropriate use according to context, culture, and communicative setting. Subsequently, drawing on the study of Glaser and Limberg (2020), the factors considered effective in the development of pragmatic competence were identified. These factors were classified under three themes: communicative skills, sociopragmatic skills, and interactional skills. Using a qualitative research method, the reading and listening texts, comprehension questions, and writing activities included in the Yeni İstanbul Turkish for Foreigners Coursebook (B1 Level) were analyzed in terms of pragmatic competence. The data obtained were evaluated within the framework of Canale and Swain’s (1983) model of communicative competence and Bachman’s (1990) model of language competence. According to the findings, the reading and listening texts in the coursebook generally contain pragmatic elements that support communicative, sociopragmatic, and interactional skills. However, it was found that the comprehension questions mainly focused on retrieving information directly from the texts, while questions designed to develop pragmatic competence were included only to a limited extent. Therefore, it is suggested that these questions be diversified in a way that encourages learners to interpret, express opinions, and use language appropriately according to context, thereby contributing to the development of pragmatic competence. The writing activities were found to be predominantly semi-controlled in nature and to gradually direct learners toward freer writing tasks in later units. These activities appeared to support the development of learners’ grammatical, discourse, sociolinguistic, and pragmatic competences. Furthermore, writing activities designed for different communicative purposes were found to contribute to learners’ ability to use language appropriately in context. Nevertheless, the largely semi-controlled nature of these activities may limit learners’ independent language production skills. Learners who become accustomed to writing through continuous guidance may experience difficulties when required to write without support, which may negatively affect their self-confidence and motivation. Therefore, it is recommended that writing activities in each unit gradually progress toward freer writing tasks. In conclusion, the coursebook examined was found to support the development of pragmatic competence to a certain extent. However, it is recommended that both the comprehension questions and writing activities be enriched with a greater number of tasks and questions specifically designed to foster pragmatic competence. Such improvements are expected to contribute more effectively to the development of learners’ pragmatic competence.