DEVELOPING PRAGMATIC COMPETENCE AMONG UPPER SECONDARY LEARNERS IN ENGLISH LANGUAGE CLASSROOMS
Keywords:
pragmatic competence, sociolinguistic awareness, EFL instruction, discourse strategies, communicative competence, upper-secondary learners.Abstract
This article examines the effective methods for developing pragmatic competence
among upper-secondary school learners in English language classrooms. Pragmatic
competence—understood as the ability to use language appropriately in social, cultural,
and contextual situations—plays a central role in communicative competence but
remains insufficiently addressed in traditional EFL instruction. The study analyzes
existing scholarly sources, identifies methodological approaches relevant to today’s
pedagogical context, and evaluates practical strategies such as role-play, scenario
based learning, discourse analysis, authentic materials, and digital tools. Findings show
that pragmatic-based instruction significantly improves learners’ sociolinguistic
awareness, discourse management, and functional language use. The article concludes
with pedagogical recommendations for English teachers and highlights the importance
of integrating pragmatics systematically into curricula.
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