Source Culture and Target Culture in English Language Teaching: A Study of Intercultural Pragmatics and Students’ Learning Outcomes

Hazrat Umar, Maria Rehman


The study explores the role of intercultural pragmatics in the
improvement of students’ reading comprehension of English. This is an
experimental research conducted upon 50 eighth-grade Pashtun students
aged around 12 and 13 years. The experimental group (n=25) was taught
an intercultural curriculum which included topics from the British culture
(target culture) and Pashtun culture (source culture) in addition to the
form of language. The control group (n=25) was treated traditionally in
which the focus was on the structure and form of language. The pre- and
post-tests were administered to both groups. After comparing the mean
scores of the tests, it has been found that the experimental group showed
greater improvement in their English language proficiency as compared
to the control group. It is recommended that topics from both the source
and target cultures written in the target language be included in the
English curriculum. Further, training programs for language teachers
should include intercultural pragmatics in their syllabi. Further research
may be conducted in the same area in different places with participants
from different cultures and age groups.

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