Given the fact that developing student pragmatic abilities has become an

important focus of modern language education, teachers are in a position to

become aware that one of the main goals of English language teaching (ELT) is
to enable learners to communicate effectively with people from diverse
cultural backgrounds. However, several authors such as Lázár (2003) point out
that despite the recommendations of the Common European Framework of
Reference to Languages (CEF), the focus of language learning is still the study of
grammatical and lexical competence. Byram (1997) and Haneda (2007) also
explain that cultural competence has often been ignored in EFL because
language teaching has been influenced by the study of grammatical forms.
Certainly, acquisition of grammar rules and language fluency is not enough to
establish meaning negotiation and cross-cultural communication. Therefore, as
indicated by Kramsch (1993), the main goal of second language learning should
not only be effective communication, but the search for the understanding of
cultural boundaries and the attempt to come to terms with those boundaries.
In relation to the Moroccan Context, ELT nowadays is heavily pressured to
create highly qualified graduates with a high level of pragmatic competence so
as to purposefully and effectively function in a globalised world as
cosmopolitant citizens. In this sense, to decipher the important ideas regarding
the cultivation of the pragmatics, the present study aims at investigating
teacher’s pragmatic awarness.

Objectives :