Cross-Cultural Communication

Pragmatic failure is an issue usually occurring in cross-cultural communication when L2 learners cannot express themselves appropriately. This study aimed to discern the factors leading to cross-cultural pragmatic failure (CCPF) and the challenges EFL learners face in trying to overcome miscommunication problems. Following a qualitative research design, in the first study phase, one of the researchers observed 10 EFL teachers’ classes for 90 minutes each, twice a week during the term to take the required field notes for further analysis. To obtain more in-depth information, in the second phase, semi-structured interviews were conducted with 20 EFL teachers and learners, and the data were collected. The EFL teachers were from private English language institutes, and the student participants were EFL learners studying either in state-run universities or private language centers. The results of the thematic analysis revealed that EFL classroom context, time and budget, assessing pragmatic knowledge, ELT textbook, and teacher education were perceived as the causes of CCPF by the interviewees. Moreover, the extracted themes associated with learners’ challenges included linguistic incompetency, investing insufficient time and effort, psychological factors, cultural and sociocultural differences, inappropriate teaching methodology, and teachers’ pragmatic competence.

Turn-taking is a fundamental aspect of human communication, reflecting cultural norms, social hierarchies, and individual identities. This study examines turn-taking patterns in Iraqi Arabic and American English conversations, focusing on the influence of gender and age on conversational participation and power dynamics. Using a mixed-methods design, the study analyzes quantitative metrics such as average turn length, interruptions, and response rates, alongside qualitative insights into social norms and cultural values. The findings reveal significant cross-cultural differences, with Iraqi Arabic conversations characterized by shorter turns, more frequent interruptions, and pronounced age and gender hierarchies, while American English conversations exhibit longer turns, fewer interruptions, and more egalitarian participation. These results align with theories of cross-cultural communication, such as Hall's (1976) high-context and low-context cultures, and highlight the role of cultural norms in shaping conversational behaviors. The study contributes to the theoretical understanding of turn-taking as a sociocultural phenomenon and offers practical implications for intercultural communication training, language education, and conflict resolution. Limitations include the reliance on televised and university-based data, and suggestions for future research include expanding the corpus to include more languages and informal settings, as well as incorporating participant interviews and experimental designs.