VIDEO-DRIVEN PROMPTS: A VIABLE PRAGMATIC CONSCIOUSNESS-RAISING APPROACH IN EFL/ESL CLASSROOMS

Recent research in interlanguage pragmatics (ILP) has substantiated that some aspects of pragmatics are amenable to instruction in the second or foreign language classroom, and that explicit teaching interventions are more fruitful to enhance both sociopragmatic and pragmalinguistic awareness. However, there are still controversies over the most conducive teaching approaches and the required materials. Therefore, the present paper is a review of the concept of pragmatics within the construct of communicative competence, issues being addressed within ILP, pragmatic consciousness-raising, and the challenges and dilemmas facing EFL/ESL learners and teachers. It mainly aims at materials developers and English as a Foreign Language (EFL) and English as a Second Language (ESL) teachers by illuminating some of the advantages of video-driven prompts as an influential source of input to sensitize learnersʹ sociopragmatic and pragmalinguistic competence.