BEYOND THE LEXICON: INVESTIGATING THE IMPACT OF PRAGMATIC FAILURE ON INTERCULTURAL COMMUNICATION AMONG ADVANCED ESL LEARNERS

Abstract

While grammatical and lexical accuracy are often prioritized in English as a Second Language (ESL) education, the ability to use language appropriately in varying social contexts—known as pragmatic competence—remains a significant challenge. This article investigates the phenomenon of "pragmatic failure" among advanced learners. Through an analysis of speech acts such as requesting, complaining, and apologizing, the study demonstrates that linguistic proficiency does not automatically guarantee pragmatic success. The findings suggest that cultural interference from the learner’s first language (L1) often leads to misunderstandings in professional and social settings. The paper proposes a shift toward "Pragmatic-Focused Instruction" (PFI) to enhance the communicative effectiveness of global English speakers.