Video-Meditated Speaking Tasks in the EFL Classroom: A Pragmatic Awareness Approach

The purpose of this study was to review Schmidt s Noticing Hypothesis (1993, 2001) in the field of pragmatic aspects of language teaching. As a practical implication of this theory, a speaking class was considered to show how language teachers could use video-meditated speaking tasks to promote their students pragmatic awareness. Also, the other objectives of this study were to explain (1) pragmatic awareness and the literature of the domain, (2) approaches of teaching pragmatic knowledge, (3) using multimedia for raising pragmatic awareness. At last, some pedagogical implications are suggested for EFL teachers how to provide more opportunities for their students by supplying them with contextualized, pragmatically appropriate input.