@article{2017,title={PRAGMATIC COMPETENCE AND TASK-BASED LANGUAGE TEACHING: THE SIGNIFICANCE OF TEACHING COMMUNICATIVE FUNCTIONS IN TURKISH EFL CONTEXT},abstractNode={This descriptive study aims to shed light on how to implement Task-Based Language Teaching (TBLT) in teaching pragmatic competence in Turkish EFL classrooms. The study of the development of L2 pragmatics is a promising and a vibrant area of investigation since in many of the L2 environments, Turkey being an example, communicative competence is a neglected area with the focus being on grammatical competence. What language teachers are doing in classrooms is often the teaching of grammar rules, undeniably important but never ensure the teaching of effective communicative skills alone. The teaching of “structural, functional and affective” power of the language in actual use through student projects and classroom discussion of both on the structure, the function and the effect may well help learners to become effective communicators. After the emergence of Communicative Language Teaching (CLT) in 1980s, today, at least in the last three decades, people in the field are in search of improving the shortcomings of CLT. Though a number of methods have been introduced on overcoming the limitations of CLT, they only serve to complement a very small area of the gap attributed to CLT. On the other hand, TBLT, introduced to language teaching market by Prabhu, embraces quite a large area that CLT has left behind. This specific study will, thus, search for ways to raise awareness of Turkish EFL teachers through course book analysis and classroom observations. In the short term, the current study will present solutions to overcome the problems arising as a result of “Focus on FormS” understanding of language teaching.},author={Rıdvan TUNÇEL-- Özlem UTKU - Aslı AKÇAY & Eylül SÖZEN},year={2017},journal={International Journal of Language Academy}}