Authentic Materials To Develop Pragmatic Competence In Efl Classrooms: The Case Of Boumerdes And Algiers’ Efl University Teachers And Students

Résumé: This dissertation is concerned with authentic materials (AM) to develop pragmatic competence in EFL classrooms. It aims at investigating whether EFL teachers use AM to develop their EFL students’ pragmatic competence and examining the teachers and students’ views about the effectiveness of authentic materials in the development of students’ pragmatic competence in EFL classroom. In conducting this research, we have adopted the Speech Act Theory developed by Austin (1962) and Searle (1969) in order to achieve the aforementioned objectives. In collecting the data, we have adopted the mixed method approach. Both quantitative and qualitative methods are used for the collection and analysis of the data. In order to obtain the needed information two questionnaires are sent to both EFL teachers and students to obtain quantitative and qualitative data. Moreover, thirty EFL teachers and sixty EFL students have been chosen randomly from two different Algerian universities (Boumerdes and Algiers Universities). The teachers’ questionnaire aims at investigating whether EFL teachers use authentic materials to develop their students’ pragmatic competence in classroom and teachers’ views about the effectiveness of these materials. The students’ questionnaire aims at investigating students’ views about the effectiveness of AM in developing their pragmatic competence in EFL classroom. The results obtained from the two questionnaires show that EFL teachers use authentic materials in classroom and that authentic material are effective in developing EFL students’ pragmatic competence

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