Evaluating Pragmatic Input in Moroccan EFL Contexts: Sociopragmatic and Pragmalinguistic Perspectives

Abstract

Pragmatic competence presents a multifaceted challenge, deeply rooted in linguistic and cultural factors. Within the Moroccan context, despite the increasing interest in the study of pragmatics, most research primarily documents speech acts without adequately considering the students' backgrounds or the received pragmatic input. This study aims to address this gap by investigating the pragmatic input of English speakers in Morocco. Employing a mixed-methods approach, it examines the pragmatic competence of 30 students, including both English majors and non-English majors from various schools in Morocco. A Google form questionnaire was utilized to assess both pragmalinguistic and sociopragmatic knowledge in relation to pragmatic input. The findings indicate a moderate overall awareness of pragmatics yet reveal significant deficiencies in sociopragmatic awareness, likely attributable to the reported deficiencies in pragmatic input. Notably, the study also shows that students are well aware of and exposed to authentic materials, especially through media, yet they do not focus on the pragmatic aspects of language in favor of other skills. These results underscore the necessity for curricular reforms that integrate pragmatic elements more holistically, particularly pragmatic instruction, thereby paving the way for future research to refine educational strategies and enhance pragmatic proficiency.