In Morocco, English language teaching is embracing modern, communicative approaches that go beyond mere memorization of grammar rules and vocabulary. These methods aim to enhance students' ability to engage in real-life conversations. However, integrating pragmatic awareness—understanding how language use varies in different social contexts—has long been emphasized by teachers worldwide as a key component of effective communication. English as a Foreign Language (EFL) teachers play a very important role in fostering this pragmatic awareness within their classrooms, where the focus is on practical language use. This study investigates how Moroccan teachers incorporate pragmatic knowledge into their lessons, examining the materials and tasks they use, their teaching methods, the types of pragmatic knowledge covered, and the challenges they face. Using qualitative research methods, the researcher interviewed six (6) English teachers as subjects. The findings reveal that these teachers employ both pragma-linguistic and socio-pragmatic strategies to enhance students' understanding. They use role-playing activities, debates, and various techniques, practicing appropriate linguistic choices. Despite these efforts, students' limited exposure to the pragmatics of the target language and their difficulties in recognizing pragmatic strategies hindered the effectiveness of raising pragmatic awareness. Consequently, teachers often prioritized grammar and vocabulary over pragmatic skills. Overall, Moroccan EFL teachers acknowledge the importance of pragmatic awareness, and their beliefs and practices reflect this understanding. However, challenges remain in fully integrating pragmatic tasks into their teaching..
Bouknify et al. (Wed,) studied this question.