Pragmatic Competence Research Articles

Protocol for the assessment of the development of pragmatic competencies in early childhood (PDP-PI)

IntroductionThe design of a Protocol for the Assessment of the development of pragmatic competences in early childhood (PDP-PI) and the preliminary data obtained in a comparative study in 3–5-year-old school children are presented.MethodsThe design of the protocol is based on a model of global understanding of pragmatics that considers essential to include linguistic, intersubjective and social aspects in order to make an adequate assessment of development. Based on the taxonomies of communicative functions, four basic competencies are described (Interactional, Referential, Subjective and Figurative). These competencies make it possible to categorize most of the linguistic emissions in early childhood. The PDP-PI presents two novelties with respect to other assessment systems: (a) it allows detecting the degree of a skill development (not only the presence/absence), (b) it includes items to assess the comprehension of pragmatics. The PDP-PI was used with 40 students of kindergarten education, divided into three groups according to school year.ResultsThe results- Duncan’s post-hoc test-confirm the existence of significant differences between the different age groups in all competencies, except for referential competence. Construct validity was assessed by means of an inter-rater test (Fleiss’ Kappa = 0.76; Krippendorff’s Alpha = 0.76), and content validity was assessed by analyzing the correlations between the four competencies of the protocol. Significant correlations were found between all the competencies, except the relationship between the Referential and Interactional competencies.DiscussionThe data obtained in this study are preliminary, but they show that there is an evolution in the management of pragmatic skills, throughout early childhood, toward more complex and context-appropriate interactions. It is necessary to advance in procedures that discriminate against this evolution to establish developmental profiles which favor the detection of pragmatic difficulties or disorders at early ages.

Investigation into Strategies of Requests and Mitigation Used by Palestinian English Language Learners

This study investigates the strategies of request speech act used by Palestinian EFL learners at the school level and the effect of the gender variable on strategy use. Moreover, strategies used to mitigate requests were investigated. Data was collected for this study through completion of Discourse Completion Tasks (DCT). A DCT was designed, consisting of (8) situations, with different social status levels between the participants. The DCT was completed by a sample of (69) EFL learners at the American School in Beit Jala. The researchers adopted Blum-Kulka’s (1989) method in coding and analyzing the data. The findings revealed that some strategies were employed more often than the other strategies. Furthermore, the learners used few strategies to mitigate requests. The findings revealed gaps in learners’ pragmatic competence that call for remediation through designing extra materials that expose the learners to the different strategies that realize speech acts. Finally the findings showed that there is no statistically significant difference in the employment of the strategies due to gender. Further research should be conducted on other English speech acts besides requests, taking into account the effect of social variables, such as social power and distance, on strategy use.

And the wolf said: "How a tasty pig!":

The study investigates the linguistic and natural interpreting competence of two balanced Slovak-English bilingual children (siblings) while comparing the lexical and morphosyntactic production of The Three Little Pigs story through an interpreting activity in both language directions. Our research lies on the assumption that bilingual children are also natural interpreters who possess a bi-directional third competence (Harris 1976). The main objectives are to examine how children perform interpreting tasks, what types of errors they commit and what instances of cross-linguistic influence occur during these activities. From a broader perspective, the results of our research confirm that bilingual children can faithfully interpret the story in both language directions from Slovak to English and from English to Slovak. Both respondents demonstrated a high level of linguistic (lexical and morphosyntactic) and pragmatic competence in interpreting, which was done without any additions or omissions that would alter the meaning of the source message in the target language. Errors occurred mainly on the structural level, most of them were developmental errors and errors resulting from cross-linguistic influence. The presented data shed more light on the nature of bilingual language acquisition in children and their interpreting skills which constitute a natural part of this process. The findingsmove the field forward through building a better understanding of the capabilities of simultaneous bilinguals, to support the hypothesis that in an encouraging environment they can become proficient communicators and successful interpreters.

Review of Ellis, Roever, Shintani & Zhu (2024): Measuring second language pragmatic competence: A psycholinguistic perspective

Review of Ellis, Roever, Shintani & Zhu (2024): Measuring second language pragmatic competence: A psycholinguistic perspective

Pragmatic Competence in Saudi EFL Learners: Challenges, Consequences, and Strategies for Overcoming Barriers

This article critically explores the challenges Saudi learners of English as a Foreign Language (EFL) face in developing pragmatic competence. Despite the pivotal role pragmatic skills play in facilitating effective communication, Saudi EFL learners frequently struggle with the nuances of English pragmatics, leading to miscommunication and social misunderstandings. The article is organized around three key areas of inquiry: the factors contributing to these pragmatic difficulties, the broader consequences of inadequate pragmatic competence, and practical strategies for overcoming these challenges. Major contributing factors include limited exposure to authentic language usage, cultural divergences in communication styles, pragmatic transfer from Arabic to English, and an EFL pedagogy that prioritizes linguistic accuracy over pragmatic awareness. The repercussions of insufficient pragmatic competence extend beyond communication, affecting learners’ academic performance, professional prospects, and social integration. In response, the article advocates for the incorporation of explicit pragmatic instruction into the curriculum, the creation of opportunities for authentic communicative practice, and the inclusion of culturally relevant contexts to foster greater intercultural sensitivity. By equipping Saudi EFL learners to navigate the intricacies of English pragmatics more effectively, this study seeks to enhance their overall communicative proficiency and intercultural competence, while contributing to a more comprehensive understanding of pragmatic development in specific sociocultural contexts.

Pragmatic competence as linguistic adaptation: Adapting linguistic resources to different listener reactions

This study investigated L2 English speakers’ ability to adjust their pragmalinguistic strategies in response to different reactions coming from their imagined interlocutor. Participants were 65 speakers of L2 English who had different degrees of general proficiency and language use experience (beginning, advanced, and professional-level) and who were living in a non-English speaking country (Spain). All participants completed a computerized video-based role-play task individually, in which they produced a request or an apology directed to their interlocutor in pre-recorded videos. The interlocutor accepted their request or apology, but the manner of acceptance varied—positive or less positive. In the positive condition, the interlocutor appeared happy, while in the less positive condition, they looked slightly annoyed as shown by their facial expressions and hesitant manner of speaking. Results showed that higher-proficiency participants, especially those who had professional-level experience in English, tended to use different pragmalinguistic strategies corresponding to different reactions coming from their interlocutor.

A Pragmatic Analysis on Politeness Strategies Used in Online Class

With the rapid shift to online education during the COVID-19 pandemic, understanding how politeness is conveyed in virtual classroom settings has become increasingly important. Drawing from Brown and Levinson's politeness theory and utilizing a qualitative pragmatic analysis approach, this research analyzes transcripts of online interactions to identify common politeness strategies employed by instructors and students. The findings reveal that both instructors and students utilize Tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim and sympathy maxim. Also, it was revealed that positive politeness, negative politeness, bald on record and off record are the common politeness strategies used by students and teachers in online class. Also, the functions of politeness strategies revealed in the online communication between teachers and students are locutionary act, illocutionary act and perlocutionary act. By exploring politeness in online classes, this research contributes to our understanding of pragmatic competence in computer-mediated communication and offers practical insights for enhancing effective and respectful interactions in virtual educational settings. The implications of the findings for online pedagogy and the development of pragmatic awareness in online contexts are discussed.

Revisiting Pragmatic Competence: An Emotional Perspective

This study revisits pragmatic competence from an emotional perspective, specifically, from the empathy. Based on the overview of the pragmatics and pragmatic competence, the current research finds that the traditional views on the pragmatic competence are mostly from the social-cultural dimensions. Language and emotions are richly intertwined: language can be used to convey emotions, and specific emotions are created from certain pragmatic behavior. This research proposes that pragmatic competence should take emotions into consideration, particularly pragmatic empathy—the ability to understanding the interlocutors’ emotional needs and willingness in sharing this understanding with the interlocutors in language use. It is suggested that pragmatic empathy run through the language in use. This research argues that the whole process of social interaction co-occurs with online pragmatic empathy: from the feelings of what to say to the actualization of it in a particular context.

The impact of reflective teaching on EFL learners through implicit and explicit pragmatic competence instructions

ABSTRACT Although reflective teaching and pragmatic competence have been studied, their intersection in an EFL context remains underexplored. This study examines the impact of reflective teaching on Iranian EFL learners through implicit and explicit pragmatic competence instructions. One hundred and twenty Iranian EFL learners participated in this quasi-experimental study, facilitated by experienced English teachers familiar with reflective teaching and pragmatic instruction techniques. The Nelson proficiency test, a pragmatic test, and reflective diaries were employed to assess learners’ homogeneity, pragmatic competence, and teaching practices. Participants were divided into two experimental groups and two control groups. Experimental groups received reflective teaching alongside explicit or implicit pragmatic instructions, while control groups received only pragmatic instructions. Data were analyzed using paired and independent sample t-tests. Results revealed that reflective teaching, especially when combined with explicit instruction, significantly enhanced learners’ pragmatic competence compared to non-reflective teaching. This study has significant practical implications for educators, including teachers, curriculum developers, instructional coordinators, policymakers, and language practitioners, in overcoming teaching challenges effectively. By aligning reflective teaching with pragmatic instruction, educators can address teaching challenges more effectively, potentially reducing the need for extensive modifications to teaching materials and methods..

L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices

Instructional pragmatics praxis has received increased attention in recent years, but a good deal of this literature has focused on the L2 English context. More research is needed to determine the state of instructional pragmatics in other languages, such as Arabic, which has witnessed a foregrounding of interactional and pragmatic competence (Al Masaeed et al., 2020) that has not always been present. Therefore, the current study focused on L2 Arabic instructors in various countries to explore the state of pragmatics teaching in the field of L2 Arabic. To this end, the study utilized an online survey and follow-up interviews to contribute to our understanding of how teachers conceptualize pragmatics, how they approach instruction, and what needs and challenges they report when teaching pragmatics. The study also examined their perceptions of the quality and quantity of material available to them, their perceived levels of self-efficacy in teaching pragmatics, pre-service training, and how pragmatics teaching may differ across proficiency levels and institutional contexts. Data were collected from 52 teachers of Arabic as a second language (referred to here as L2 Arabic teachers) from various countries including USA, Jordan, Egypt, Morocco, Saudi Arabia, and France. Findings showed that while L2 Arabic teachers feel positively and passionately about teaching pragmatics and feel committed to integrating it into their classroom, there is a clear need for additional training and curriculum development to support their teaching of L2 Arabic pragmatics. Many teachers are well poised to benefit from such resources, but many are less prepared and may need a thorough grounding in the principles of instructional pragmatics. Consequently, the study concludes by underscoring the need for additional pre-service training, instructional scaffolding, and institutional support so teachers can be empowered to enhance their L2 Arabic learners’ pragmatic competence.

Pragmatic Dimensions of Language Teaching: Theoretical Insights and Classroom Practices

The growing recognition of the role of pragmatic competence in effective communication has led to an increasing interest in its integration within English language teaching. This study explores the integration of pragmatics into English language teaching, focusing on how teachers conceptualize and implement pragmatic instruction within curriculum. The article also highlights the challenges teachers face in integrating pragmatics into the curriculum, such as the lack of explicit guidelines and resources and the difficulty in creating authentic interaction opportunities. Despite these challenges, the article brings out the positive impact of teaching pragmatics on students' ability to steer social interactions effectively.

The effect of digital game-based group dynamic assessment on L2 pragmatic competence

ABSTRACT This study explored EFL learners’ pragmatic competence and their perceptions following game-based group dynamic assessment (GDA). Sixty upper-intermediate learners were randomly assigned to experimental and control groups. All groups were instructed via a digital game called Trace Effects. The experimental groups participated in a cumulative GDA course by receiving mediation from the instructor, whereas the control group lacked synchronous feedback. In addition to identifying a typology of mediational moves for the experimental group using microgenetic analysis, ANCOVA was conducted to find possible differences between the control and experimental groups. The results showed that the experimental group improved their pragmalinguistic and sociopragmatic competencies, indicating their microgenetic development. Additionally, the experimental group’s attitudes on this experience were explored using follow-up interviews. Some themes emerged from the qualitative data analysis, including the perceived merits and demerits of the game-based GDA experience. The study’s findings may provide instructors and teacher educators with pedagogical insights. In particular, teacher education programs can provide instructors with the skills to incorporate game-based language learning, DA, and programs on implementing mediational moves in DA and GDA.

Evaluating Pragmatic Competence in Language Learners Through an Assessment of Current Measurement Tools

This study reviews and evaluates current tools used to measure pragmatic competence in language learners. Pragmatic competence—the ability to use language appropriately in social contexts—is essential for effective communication in a second language. This article assesses various measurement tools, including discourse completion tests (DCTs), role-plays, self-assessment surveys, and technology-assisted assessments, analyzing their effectiveness and limitations. Findings suggest that each tool offers unique benefits, though a combination of traditional and digital methods provides the most comprehensive evaluation. The study concludes that blending these approaches allows for a more accurate assessment of pragmatic competence, supporting language educators in creating balanced evaluations for language learners.

4th Year EFL Iraqi Leaners' Pragmatic Failure in Polysemy

This paper is an endeavor to identify the failure of EFL Iraqi learners when they are asked to realize the meaning of polysemous words in their context. The model of analysis is Thomas's (1983) "pragmatic failure"(PF). Polysemous words have different meanings. There are two kinds of polysemy: semantic and pragmatic polysemy. The important part of the study at hand is pragmatic polysemy, which is the pragmatic meaning that results from polysemous words through the intentionality of the speakers, as these words leave a free space for their speakers to pick the meaning they want to communicate. Besides, these meanings may mingle on the part of the listeners in native language speakers and listeners, so polysemous words would, of course, constitute a problem for the learners of English. Again, it is believed that the lack of both linguistic and pragmatic competence is the result of this pragmatic failure.

Study of pragmatic analysis of literature on the development of ELT students’ receptive and productive skills: A case of North Cyprus

Language serves as a mirror reflecting our understanding of the world and mirrors the world of literature. Pragmatics extends beyond mere literal interpretation, delving into comprehending subtle implications, varying expressions and lexical ambiguities. This deepens our exploration and appreciation of the world of literature. It is worth investigating whether pragmatic instruction can improve students' language awareness and competence. To this end, a quasi-experimental study involving the students of two English language teaching (ELT) classes was conducted to determine whether pragmatic treatment could enhance students' comprehension skills and to identify how effectively the pragmatic understanding of literature through Shakespeare's language could aid the development of receptive and productive skills in ELT students. Participants took two pre-tests: multiple-choice discourse completion task (MCDCT) and discourse completion task (DCT) based on Othello. After the treatment, the same tests were administered as post-tests. Results showed that the experimental group outperformed the control group in comprehension skills. Cohen's D effect size calculation confirmed the practical usefulness of the treatment and the significant difference between the two groups. The study concludes that pragmatic training using literary texts contributes to developing ELT students' pragmatic competence.

L2 Pragmatic Competence in Chinese EFL Routines, written by Yuqi Wang

L2 Pragmatic Competence in Chinese EFL Routines, written by Yuqi Wang

How language teachers can go beyond speech etiquette: Adapting L2 Russian coursebooks to improve pragmatic competence

Within the field of RKI – russkij kak inostrannyj ‘Russian as a Foreign Language/L2 Russian’, so far little attention has been paid to teaching pragmatic competence, as the issues of language in context are traditionally covered by the subject rečevoj ėtiket ‘speech etiquette’, leaving pragmatics an underexplored field.The present study aims to analyze whether and to what extent current L2 Russian textbooks introduce topics related to pragmatics and, if so, how the existing material can be adapted to improve explicit instruction of pragmatic competence.The analysis was conducted on two handbooks of Russian rečevoj ėtiket ‘speech etiquette’ for L2 learners and a series of four textbooks designed for L1 Italian learners. Data analysis confirms the global tendency for textbooks to provide scarce to null meta-pragmatic explanations. The coursebooks were then searched for elements related to the speech act of request, and the materials were adapted to fit explicit pragmatic instruction. The material adaptations proposed in the current study are based on previous research on Russian pragmatics and L2 pragmatics and aim to overcome the ethno-nationalistic perspective of speech etiquette toward a more transnational Russophone context. Implications for teacher education are presented.

Linguistic Basics of the Formation of Students’ Pragmatic Competence

This article discusses the linguistic foundations of the formation of pragmatic competence of students. A review of the history of the formation and study of the term “pragmatic competence” is provided. Similar and related terms with this term are also analyzed, as well as the views and conclusions of domestic and foreign linguists, methodologists, and scholars. To develop a methodology for the formation of pragmatic competence of students, it is crucial to find out its theoretical and methodological foundations; therefore the purpose of this article is to identify the linguistic features of this issue. It is known that the indicator of the personal quality of schoolchildren is equivalent to the indicator of their socialization. The totality of the knowledge, skills, and abilities formed in a child will have a significant influence on their correct and appropriate socialization within their environment in the future. The existence of a close relationship between linguistic, communicative, and pragmatic competencies requires the use of complex methods in solving their common tasks. The study found that the concept of competence has been studied from different perspectives. The main characteristics and indicators of pragmatic competence are established, as well as the concepts of their manifestations in the language environment are presented. The influence of new trends in the field of linguistics on the formation of pragmatic competence is also considered. Several methods that can be used when teaching the Kazakh language are examined. An attempt has been made to find language solutions that contribute to the development of pragmatic competence.

The Effect of Activities-Based Teaching in The English Context on EFL University Students

This study presents a pragmatic approach focusing on the meaning of speech and knowledge regarding the undergraduate students' understanding and utilization of speech act ‘request’ within the Department of English Language at the College of Arts. Quantitative approach has been employed to analyze request strategies by using an open-ended questionnaire comprising sixteen diverse scenarios to gather data on various request speech acts. The study investigates the effectiveness of instructional interventions in developing students' proficiency in this speech act. The findings from the pre-tests revealed that students exhibited comparable performance across all three strategies: direct requests, conventionally indirect requests, and non-conventionally indirect requests have been assessed in terms of both awareness and production levels. Despite the initial similarity in performance among learners, substantial improvements have been observed after the instructional phase. Specifically, individuals within the experimental group demonstrated notable enhancements in their awareness and production of requests, coupled with a decreased reliance on direct request strategies. These findings underscore the potential for pragmatics instruction rich in input to enhance learners' identification and utilization of suitable pragmatic elements within diverse social contexts. Overall, the study highlights the importance of pragmatic education in foreign language learning, suggesting its efficacy in fostering learners' pragmatic competence.

Fostering Pragmatic Proficiency: The Influence of Explicit Instruction on Plurilingual EFL Learners’ Mastery of Hedging Devices in Canadian Academic Writing Context

Hedging academic claims is a crucial aspect of scholarly writing that presents challenges for many non-native English-speaking academic authors. Scholars, such as Hyland (2021), have emphasized the vital role of explicit instructional interventions in raising awareness about hedging devices among Plurilingual non-native English writers. This is particularly relevant considering the nuanced nature of certain hedging devices, characterized by polysemy and polypragmatics. This research aims to investigate the effectiveness of explicit instruction in enhancing the pragmatic competence of non-native English-speaking learners, with a specific focus on the acquisition and application of English modal auxiliaries as hedging mechanisms within an academic context. In this study, a group of 37 non-native English-speaking College students, representing various academic disciplines, were purposefully selected from Sommet College located in Greater Montreal area, and divided into two groups: a control group and an experimental group. The control group received conventional academic writing instruction, while the experimental group underwent explicit instruction on the use of modal auxiliaries for hedging in their academic writing. Both groups completed pretests and post-tests as part of the evaluation process. Analysis of the test scores and t-test results revealed a significant improvement in linguistic and pragmatic proficiency concerning the use of modal auxiliaries for hedging within the experimental group. Moreover, the findings demonstrated the superior performance of the experimental group in employing modal verbs for hedging purposes. The findings of this study have broader implications that reach beyond pedagogical practice, resonating with educational program administrators and curriculum developers. These results underscore the importance of including explicit instruction on hedging devices, particularly modal auxiliaries, to bolster the academic writing skills of non-native plurilingual English-speaking learners.