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چکیده
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Abstract The present study aimed at exploring Iranian EFL teachers' interlanguage pragmatics assessment literacy based on Roever's (2011) model of L2 pragmatic ability. His model focuses on the production and comprehension of extended discourse both monologic and dialogic. To implement this study the researchers developed Self-described Interlanguage Pragmatic Assessment Literacy Inventory based on Roever's (2011) L2 pragmatic ability model. After being expert viewed, to ensure the reliability and validity of the developed questionnaire, first it was pilot tested on a group of 34 teachers and then the items were subjected to Cronbach's alfa consistency estimation and Factor Analysis (Cronbach's alfa= 63.136, KMO=.62). The validated questionnaire reduced to 29 items on a Likert- scale was completed by 93 EFL teachers (54 private language institute and 39 high school teachers). The result of the study determined that Iranian EFL teachers were week in their assessment of interlanguage pragmatics; however, they attached more importance to the dialogic component of interlanguage pragmatics. Additionally, the result of t-test revealed that there was no statistically significant difference between high school and private language institute teachers in their assessment of interlanguage pragmatics.
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