Sociopragmatic Elements and Possible Failure in EFL Teaching

Sociopragmatics conducts studies to understand the cross-cultural diversity among different nations, in terms of verbal and non-verbal elements. It studies different perceptions of the target culture in order to minimize intercultural factors hindering a learner’s language proficiency to enable him/ her interpret culturally accepted folklore, gestures, sounds, and the use of space and time correctly. This paper aims at highlighting the importance of sociopragmatic elements such as idioms, proverbs, politeness norms, clichés, and the like, as well as as paralinguistics, kinesics, and proxemics in the learning and teaching of EFL. First, it summarizes the background of sociopragmatic studies, defines the concept, illustrates and exemplifies cross-cultural differences. Then, it focuses on the importance and proper usage of sociopragmatic elements in foreign language learning and teaching to acquire sociopragmatic competence and overcome failure. Further, it emphasizes that the language teacher should try to teach non-native students of English not only what is grammatically correct but also what is socio-pragmatically appropriate to prevent the occurrence of inter-cultural misunderstandings or communication breakdowns by presenting examples.