Gopal Prasad Pandey
Tribhuvan University, Nepal
This paper explores the integration of discourse in English language teaching to enhance communicative competence, focusing on teachers' perspectives regarding its role, implementation strategies and related challenges. Grounded in the recognition of discourse as pivotal to fostering real-world communication skills, the study examines how teachers conceptualize and apply discourse strategies to develop students' adaptability and cross-cultural competence. Utilizing a narrative inquiry methodology, data were collected through in-depth interviews with five experienced university teachers, offering insights into the practical and theoretical aspects of discourse-based teaching. The findings reveal that teachers employ strategies such as role-playing, video analysis and group discussions to simulate authentic communicative contexts, which promote critical thinking and pragmatic awareness among learners. However, challenges including limited resources, time constraints, and varying levels of student engagement hinder the full implementation of discourse-rich pedagogy. The study contributes significantly to the field by highlighting how discourse bridges linguistic knowledge with practical communication skills, aligning with theories of communicative competence and sociocultural learning. This study not only informs teaching practices but also provides a foundation for further studies to explore its long-term impact across diverse educational contexts.
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