An Exploratory Practice on Task‐Based Pragmatics Instruction: Insights From an EFL Classroom

ABSTRACT

Situated within the framework of Exploratory Practice (EP), this practitioner research explores the effectiveness of task‐based pragmatics instruction in an English as a Foreign Language (EFL) classroom in Türkiye. Task‐based pragmatics instruction, which integrates pedagogic tasks to enhance language learners' pragmatic competence, was a puzzling issue for the practitioners of this study. Using EP principles, the practitioners, two English language teacher candidates, along with their mentor, designed and delivered a six‐week EFL module using collaborative tasks to teach L2 pragmatics. The teachers explored students' and their own puzzles over task‐based pragmatics instruction in an EFL setting. Data sources included weekly reflections from students collected through potentially exploitable pedagogic activities (PEPAs), semi‐structured interviews with students, and teacher journals. The findings indicate that collaborative tasks fostered a supportive and motivating learning environment, reducing anxiety and facilitating authentic foreign language learning. The study underscores the effectiveness of task‐based pragmatics instruction in developing pragmatic competence and highlights the value of EP in bridging the gap between theory and practice in EFL teacher education.