Abstract

Familiarity with the cultural features of the target language society and interest in learning those cultural features are the key factors to determine language learners’ level of pragmatic comprehension. To investigate this issue, this study attempted to assess the relationship between attitude toward incorporating target language culture into classroom instruction and the development of pragmatic comprehension. The data were collected through the administration of a Likert scale attitude questionnaire and two pragmatic comprehension tests one used as pre-test and the other used as post-test to 32 intermediate level language learners at a language academy in Malaysia. The findings suggested that a positive attitude toward learning target language culture leads to a higher level of pragmatic comprehension. Therefore, it was recommended to furnish foreign language course books as well as foreign language classroom instruction with cultural information.

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