Developing socio-constructivist materials devoted to increasing the pragmatic performances of the lycee two students in near east college and Türk Maarif College in the Turkish Republic of Northern Cyprus.

This thesis investigates the lycee two students? knowledge of the foreign language use, skills to use the foreign language, school sufficiency in terms of the knowledge of the foreign language use / the skills to use the foreign language and the teachers? observation of students? knowledge of the foreign language use and the teachers? observation of students? skills to use the foreign language in the Turkish Republic of Northern Cyprus.A questionnaire was used as an instrument in the study. Questionnaires were administered at the beginning of the second semester, and 80 lycee two students from randomly chosen 4 classes and 4 English teachers answered the questionnaire.The findings of the study revealed that students:?have not sufficient knowledge about how to start and finish a conversation while they are speaking to more than one person and with only one person and they cannot start and finish a conversation,?cannot easily understand the speech and cannot give an answer to the question of a person whose mother tongue is English,?do not know where they have to use stress in words and they cannot use stress,?cannot understand their friends? speech in drama activities in the English course and they are not successful in drama activities,?have not sufficient knowledge about the facial expressions used in oral use of the English utterances and they cannot use correct facial expressions.English teachers? responses showed that they think that their students have sufficient knowledge about facial expressions and they can use facial expressions correctly and that they can use stress in words. Also, according to the students' responses; questionnaires are not prepared by their schools and given to them in order to improve their oral communication knowledge and skills, their opportunities to do their tasks that their English teachers give them in order to improve their foreign language are not sufficient in schools, there is not an internet service that they can use in order to improve their oral communication knowledge and oral communication skills in their schools, they have not got a TV room in their schools where they can watch English TV programs, they think that the books that they use in English course are not related to the real life and are not beneficial in terms of oral communication skills of the English and they have not access to sufficient materials devoted to listening skills in order to develop their English.In order to increase the students? pragmatic performances, a sample lesson plan and activities were suggested.Key Words: Pragmatic Competence, Pragmatic Performance, Linguistic Competence, Situation-Bound Utterances (SBUs), Socio-Constructivist Materials, Speech Acts.