The present research study aimed to investigate the pragmatic awareness, attitudes, and practices of nine upper secondary English teachers in EFL (English as a Foreign Language) classrooms, with a focus on the intercultural aspects of the subject. Using a phenomenological methodology, the study conducted nine semi-structured interviews with English teachers of upper secondary students. Teachers demonstrated a high level of awareness of pragmatics, particularly when presented with pragmatic input based on syllabi formulations. The awareness suggested a recognition of the importance of pragmatic competence in language learning. Teachers incorporated pragmatics into their teaching methods. Pragmatics was used as a tool for fostering metacognitive conversations about language, helping students understand the appropriateness of certain phrases or words. Teachers aimed to make students aware of why people communicate in certain ways. The understanding of the reasons behind communication choices was deemed important for both teachers and students. Teachers perceived the intercultural dimensions of the English subject as crucial. Issues such as monocultural teaching groups, filter bubbles, and the rise of difficult conversations were highlighted. Teachers found using students' first languages to be an important tool for understanding and scaffolding their learning of English. The incorporation of pragmatics in the EFL classroom not only benefits language development but also serves as a facilitator in developing an understanding of other people. The study suggested a link between pragmatic awareness and intercultural competence in language teaching.

Keywords: EFL classroom, Interculturality, Pragmatics, Pragmatic competence, Teacher awareness

     

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