Questionnaire development and validation of interlanguage pragmatic instructional approaches & techniques in efl contexts

Abstract

The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors .The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows “Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed.