Exploring Implicature Awareness and Instructional Adequacy in Greek EFL Curriculum: A Pragmatic Perspective

This research paper addresses the burgeoning discourse surrounding pragmatics instruction, reflecting a broader trend of increased scholarly interest in field with particular focus on explicit teaching within English as Foreign. Within context Greek EFL education, where is introduced at young age, proficient speakers often grapple cross-cultural misunderstandings during communication. study presents an extensive examination curriculum used initial year high school education (lyceums), specific implicature. The central objective to assess adequacy instructional materials cultivating learners’ pragmatic awareness, particularly their competence identifying implicatures written contexts. Notably, analysis reveals prevalence non-creative implicatures, suggesting that contextual cues played marginal role comprehension. Implicatures prominently featured literary and lyrical forms, underscoring propensity poetic language for non-literal expression, while news articles demonstrated predilection literal usage due nature. Furthermore, limited utilization relevant exercises observed, only fraction tasks capitalizing this vital facet. Specifically, among total 97 tasks, merely 8 exhibited partial incorporation representing less than 10% exercise pool. implications these findings underscore imperative enhancing instruction better equip learners effective