The Contributing Factors of Pragmatic Failure in Uzbek’s ELT Classrooms

dc.contributor.author	Saidova Mukhayyo Umedilloevna
dc.date.accessioned	2026-01-02T10:23:00Z
dc.date.issued	2023-02-24
dc.description.abstract	Pragmatic failure is the inability to understand what is meant by what is said, which can often lead to misunderstanding or confusion in cross-cultural communication. For this reason, the present article explores the contributing factors of pragmatic failure in Uzbek’s ELT Classrooms. The following factors as teacher-centered teaching; lack of authentic input; teaching English without considering the cultural differences; linguistic competence oriented evaluation system were found out.
dc.format	application/pdf
dc.identifier.uri	https://geniusjournals.org/index.php/ejlat/article/view/3451
dc.identifier.uri	https://asianeducationindex.com/handle/123456789/75534
dc.language.iso	eng
dc.publisher	Genius Journals
dc.relation	https://geniusjournals.org/index.php/ejlat/article/view/3451/2932
dc.rights	https://creativecommons.org/licenses/by-nc-nd/4.0
dc.source	Eurasian Journal of Learning and Academic Teaching; Vol. 17 (2023): EJLAT; 103-106
dc.source	2795-739X
dc.subject	pragmatic failure
dc.subject	contributing factors
dc.subject	culture
dc.subject	cultivation
dc.title	The Contributing Factors of Pragmatic Failure in Uzbek’s ELT Classrooms
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Peer-reviewed Article

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