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September 5, 2025Kufa Journal of ArtsOpen Access

Exploring Efl Learners´ Pragmatic Failure: Perspectives From Moroccan Efl Teachers

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Authors

AAAbdelfattah AbidiLOLalla Meriem OuahidiHZHassan Zaid

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Overview

This observational analysis explores pragmatic failure in EFL learners, highlighting Moroccan teachers' views on instruction's role and textbook content.

Key Points

  • Teachers emphasize the need for explicit instruction to improve EFL learners' pragmatic competence, minimizing communication breakdowns.
  • Findings indicate that Moroccan EFL teachers are dissatisfied with pragmatic content in textbooks, advocating for better resources.
  • Challenges in teaching pragmatics persist, affecting the effectiveness of instruction and learners' communication skills.
  • The study reveals a gap in pragmatic training for EFL teachers, necessitating support to enhance instructional practices.

Cite This Study

Abidi et al. (2025) studied this question.

synapsesocial.com/papers/68bb49cc6d6d5674bccffb42https://doi.org/10.36317/kja/2025/v1.i65.19649
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Enhancing Pragmatic Competence in EFL Classrooms: Approaches, Challenges, and Insights2025
  2. 2The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks2024
  3. 3Teachers’ Perceptions Toward Pragmatics and Pragmatic Teaching2024
  4. 4Evaluating Pragmatic Input in Moroccan EFL Contexts: Sociopragmatic and Pragmalinguistic Perspectives2024
  5. 5THE DEVELOPMENT OF PRAGMATIC COMPETENCE IN EFL LEARNERS2026