Exploring the Pragmatics-Based Activities in the Textbooks of Sunrise Used in the EFL Classes in Iraqi Kurdistan's Public Schools

Abstract

This article explores the pragmatics-based activities in the SUNRISE textbook used in Iraqi Kurdistan schools for teaching English as a Foreign Language (EFL). Pragmatics—the study of language in context— has a basic role in assisting learners to improve their communicative competence. Thus, the study underlines the importance of integrating activities that focus on practical language use and the regularly focused language skills aiming to help the learners communicate more naturally and effectively in real-world situations.

To conduct the study, a theoretical framework derived from Bardovi-Harling and Dӧrnyei (1998) has been relied on and an analytical descriptive method was used.

Alongside this, the investigation, in its findings present insights into the weaknesses of the textbook series in approaching this core component of communicative competence mainly due to its implicit approach in dealing with the development of the pragmatic competence of the learners via its activities and drills. Additionally, the study’s results revealed that another real challenges to develop the Kurdish EFL high school students could be the teachers’ gap of knowledge their lack of training especially in teaching the pragmatic aspect of English language as well as in introducing its sociocultural norms to the learners. The study also concludes with a bunch of recommendations to practically develop the students’ pragmatic competence.