Instructional Pragmatics in Pre-Service English Teaching Programs at Pakistani Universities in Lahore

Abstract

This study was designed to explore the opinions of prospective English teachers studying at Pakistani universities about the extent to which their teacher education programs provided training for Instructional Pragmatics. For this purpose, survey methodology was used. By employing criterion purposive sampling technique, data was collected through closed item questionnaires from 173 prospective teachers of English from three public and three private universities of Lahore offering Master's in teaching of English. The data was analysed statistically for comparison of perceptions on teach-ability of pragmatics, subject-matter knowledge, pedagogical knowledge, knowledge of learners, and pragmatics specific teaching skills. The analysis provided evidence of difference in perceptions in the sample regarding Instructional Pragmatics.  The study has important implications for second language teacher education programs in Pakistani universities. It is recommended that awareness be developed among the teacher educators that training in general methodology cannot be extended to specialized areas like instructional pragmatics. The findings of the study also have implications for university department heads and the faculty. For achieving the goal of communicative language teaching, the study recommends that Instructional Pragmatics be introduced as a compulsory part of second language acquisition, language skills, language testing, ELT methodology, and syllabus design in pre-service language teacher education in universities.