The Opinions of Teachers of French and Turkish Related to Speech Acts Teaching

Abstract

In this study, the main objective is to answer questions if teachers FLE and TLE took during their university courses, information about pragmatic competence and if they focus on grammar and pragmatic competence during their teaching practice. To do this, a survey containing 16 questions was conducted in 2013 in Paris with the participation of 22 teachers who attended FLE at the time a teacher training program organized by the Alliance Francaise and with that of 9 teachers TLE teaching Turkish for foreigners in the center of the teaching of Turkish and foreign languages attached to the Ankara University (TOMER). This study provides the answers and the considerations obtained from 10 questions directly related to the research questions. Although the results obtained show that a good part of teachers think they have taken enough information about pragmatic competence, the number of those who say they are reluctant on the matter is not negligible. The results also suggest that if teachers wish to design courses geared more to the pragmatic competence as well as communication skills, they are reluctant about the approaches they might take to do this. Indeed, we understand that they are not sure if they should teach speech acts implicitly or explicitly and should be given theoretical information in their teaching practices.