Flores Salgado, ElizabethFLORES SALGADO, ELIZABETH; 250821Morales Grajales, Jordy Daniel2024-06-072024-06-072024-01https://hdl.handle.net/20.500.12371/20660"Learning English as a foreign language is already a challenge for language students due to the lack of L2 exposure outside the language classroom, especially the scarce pragmatic input there may be. Such disadvantage affects the development of pragmatic competence which “is generally neglected in the classroom” (Tello Rueda, 2006). To balance this, EFL teachers, who are commonly non-native English speakers, rely on pragmatic information provided by language learning textbooks. However, textbooks may also include “unspecific, insufficient, or insufficiently interpreted” pragmatic information (Bardovi-Harlig, 2001, p. 25). As a result, pragmatic instruction on particular speech acts has been used to enhance EFL learners in learning and developing pragmalinguistic and sociopragmatic knowledge, the two aspects of pragmatic competence, as these are apparently challenging to EFL learners. The present study explores the teachability of pragmatics on the speech act of complaining using clips from the movies Hidden Figures, Marriage Story, Lady Bird, and The Devil wears Prada, as well as five pragmatic awareness-raising activities proposed by Hilliard (2017). 20 pre-service EFL teachers equally divided into a control group and an experimental group were part of this research".pdfspaHUMANIDADES Y CIENCIAS DE LA CONDUCTAInglés--Inglés hablado--Estudio y enseñanza (Superior)--Hablantes extranjerosCompetencia comunicativaEstrategias de aprendizajeEnseñanza--Auxiliares audiovisualesCine en la educaciónTesis de maestríaopenAccess