Ögeyik M.S.Aslan A.Kondal S.Güvendir E.2024-06-122024-06-12201597816348284379781634828000https://hdl.handle.net/20.500.14551/17813Foreign language (FL) learners exhibit noteworthy differences from native speakers in language use, conversational organisation, the use of speech acts, and the management of discourse dynamics. Briefly, FL learners display a remarkably different FL pragmatic system, in both production and comprehension, from that of native speakers. Lack of pragmatic knowledge may have serious consequences: it may disrupt communication among participants, make the speaker sound abrupt, and hinder the proper construction of participation framework in an interactive action. Despite the significant role of pragmatic awareness in communication, teachers of FL education basically tend to focus on increasing students' linguistic awareness, and largely ignore including classroom activities into their teaching practices that aim to create pragmatic awareness of the target language. Considering this problem, this chapter primarily highlights the role and significance of pragmatics in FL education by discussing the key elements of pragmatics and aims to introduce practical guidelines for FL practitioners that can be used to raise pragmatic awareness of FL learners. © 2015 by Nova Science Publishers, Inc. All rights reserved.eninfo:eu-repo/semantics/closedAccessAnaphoric; Morphology; Phonetics; Phonology; Pragmatics; Speech Acts; SyntaxBook Chapter75852-s2.0-84957990545N/A