The problem of the present study circles around examining teachers` implications on the grammatical and pragmatic errors committed by Iraqi EFL students in Iraqi universities.
To achieve the aims of this study, a mixed-methods approach was utilized: Sixty of university students were chosen randomly to perform three written and three spoken tests and 65 college instructors are also chosen randomly to respond to the questionnaire of the study . Qualitative data included the content analysis of the participants performance on the written and spoken tasks while the quantitative data included percentages of errors and the implications of instructors. The errors observed were counted and categorized in the categories of grammatical and pragmatic errors.
To fulfill the aims of the study, the following null hypotheses have been postulated:
1. Iraqi EFL students express their intentions in English language without committing grammatical errors .
2-Iraqi EFL students express their intentions in English language without committing pragmatic errors .
3-Iraqi instructors have no implications used in dealing with the fossilized grammatical and pragmatic errors.
The instruments of this study are : First, essay writing , which is implemented to collect fossilized grammatical errors. Second, interview which is adopted to collect data about the fossilized pragmatic errors .Third, a questionnaire, is conducted and implemented to measure teachers` implication about these errors. The data of this study includes 180 interviews and 180 essays of Iraqi EFL University level students and it also incorporates questionnaires of 65 instructors to investigate their implications about such errors .
The subjects are equalized in terms of age, the level of students achievement in the writing and conversation subjects of the previous academic year (2017-2018).
After analyzing the results statistically, it has been found out that the most common fossilized grammatical errors are in using prepositions, articles, verb tense , subject verb agreement and number errors and the results also revealed that the most pragmatic errors are in greeting, making requirements, inviting and introducing that students have committed in their utterances . Concerning the instructors' implications toward these errors , the study has identified instructors implications used in dealing with the fossilized grammatical and pragmatic errors. The study has presented techniques and strategies can be adopted by instructors in their EFL teaching to minimize such errors.
Key words: Implication, Interlanguage, Fossilized Pragmatic Errors.
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