Enhancing pragmatic competence through discourse completion tasks

 This paper explores the effectiveness of Discourse Completion Tasks (DCTs) in teaching pragmatic competence, focusing on their role in language acquisition and development. The study delves into the theoretical framework of pragmatics and the significance of pragmatic competence in effective communication. Through a comprehensive review of literature and empirical evidence, this article highlights the benefits of employing DCTs as a pedagogical tool in language classrooms. By integrating DCTs into language instruction, educators can enhance learners’ ability to understand and produce contextually appropriate language, thereby fostering effective communication skills.