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THE IMPACT OF PRAGMATIC COMPETENCE ON EFFECTIVE
COMMUNICATION AMONG EFL LEARNERS
Student:Anarkulova Diana Abdusattarovna
Scientific advisor: Shamsutdinova L.R.
Doctor of Philosophy of Pedagogical Sciences,
Uzbek State University of World Languages
Abstract: Pragmatic competence is a key component of effective
communication in English as Foreign Language (EFL) contexts, enabling
learners to use language appropriately in various social and cultural situations.
A lack of this competence can lead to misunderstandings, especially in
intercultural communication. This article explores the significance of pragmatic
competence in EFL communication, highlighting its role in understanding speech
acts, politeness strategies and
Keywords: pragmatic competence, EFL communication, speech acts,
intercultural awareness, language learning strategies
Introduction
Communication is a fundamental aspect of human interaction and its
effectiveness relies not only on linguistic knowledge but also on the ability to use
language appropriately in different social and cultural contexts.
Pragmatic
competence is the ability to use language in accordance with certain interaction
norms, goals and context. Taguchi (2009) defines pragmatic competence as the
ability to use language appropriately in various communicative situations,
including understanding and interpreting the speaker’s intentions, as well as
selecting suitable linguistic resources to achieve communicative goals. The
development of pragmatic competence is an important aspect of teaching and
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learning a language, as it allows students to become more effective and flexible
communicators.
Pragmatic competence helps students develop 21st-century skills such as
the ability to understand the goals, feelings and communication styles of
representatives of different cultures and social backgrounds. Thus, teaching
students pragmatic competences promotes in the growth of their empathy,
collaboration and cross-cultural competence. For example, students are motivated
to reflect on their native culture and the cultures of other countries, realizing that
there is no one right way to communicate. It also helps them to provide feedback,
give directions and deal with difficult topics. This article examines the role of
pragmatic competence in communication, the difficulties faced by English
language learners, as well as effective pedagogical strategies for its development.
Pragmatic competence, as described by Chomsky (1980), is the ability to
understand the circumstances and procedure of appropriate language usage in
accordance with specific goals. The study of pragmatics, according to Yule
(1996), focuses on how speakers and listeners exchange meaning. "Pragmatics is
the study of the situation of human language uses as these are determined by the
context of society," Jacob (2oo1) concurs. The process of learning a foreign
language is complex. While learning English, it is important for students to
develop and improve their communication skills. This competence, as noted by
the authors of Canale and Swain, includes the following types of competencies:
pragmatic, grammatical, strategic and discursive. Grammatical competence,
according to the authors, consists of knowledge of basic phonetic and
phonological rules, as well as the basics of syntax and morphology. Fluency in
the grammar of the language does not always lead to the development of
pragmatic competence. Nevertheless, according to researchers Kasper and Rose,
students need to master the basics of grammar in order to further develop their
pragmatic competence.
Strategic competence is the ability to overcome difficulties in the
communication process, using both linguistic (synonyms, paraphrase) and non-
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linguistic (sign language) means to convey the meaning of a message. Discursive
competence includes knowledge of how to create coherent texts in oral and
written form. According to foreign researchers Felix-Brasdefer and Cohen,
pragmatic competence includes two components – pragmalinguistic and
sociopragmatic. Pragmalinguistic competence affects the linguistic resources
necessary for the realization of language functions. For example, these may be
syntactic forms and lexical units used for greetings in the language being studied.
Sociopragmatic competence involves the ability to assess a communication
situation and choose appropriate language tools, for example, to determine
whether it is acceptable to tell the truth to the question
“How are you?”.
In order
to use English skillfully, students should not limit themselves to working with the
meanings and forms of language units. They should develop pragmatic
(sociolinguistic) competence – the ability to understand the intentions of the
interlocutors and to use linguistic means correctly. Therefore, students need to
master pragmatic norms.
Pragmatic competence plays an important role in successful
communication in English. It allows the speaker not only to formulate his thoughts
correctly, but also to adapt them to the specific situation, social norms and
expectations of the interlocutor. Pragmatic competence includes the ability to
interpret and use speech acts, to take into account the level of politeness, the
degree of formality and cultural differences in communication. According to a
study published on the CyberLeninka platform, mastery of pragmatic competence
is necessary for full-fledged communication in a foreign language. This
contributes to the formation of students as competent communicators who are able
to interact effectively in various situations.
Lack of pragmatic competence can complicate the communication process
and lead to misunderstandings, especially in intercultural communication. For
example, a lack of understanding of differences in the expression of politeness
can make a student seem too straightforward or, conversely, insecure. Another
example is the use of direct and indirect requests. In some cultures, it is common
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to make requests directly (e.g.,
“Give me the book.”
), whereas in English-
speaking cultures, indirect forms (e.g.,
“Could you please pass me the book?”
)
are often preferred. An EFL student who lacks pragmatic competence might use
overly direct language, which could come across as rude or demanding, even if
that was not their intention.
In addition, the development of pragmatic
competence is an important aspect of teaching English as a foreign language. It
allows students not only to speak grammatically correctly, but also to use the
language naturally, which contributes to effective communication with native
speakers. Understanding and applying sociocultural and pragmatic norms and
strategies helps to avoid misunderstandings and promotes successful
communication.
In teaching and learning a language, developing pragmatic competence is
crucial for the functional flexibility of the learners. Pragmatic competence grows
throughout the learning process and language learning. Students need to practice
conversational skills in various communication situations and receive feedback
that will help them realize and improve their pragmatic competence. The
following strategies and methods can be used to acquire pragmatic competence:
1.
Using Authentic Materials
Working with authentic materials like English films, television series,
podcasts, and recordings of real-world conversations enables learners to get
accustomed to the spoken language outside the classroom. These materials help
the learners with intonation, non-verbal communication, and the contextual use of
language (Taguchi, 2015).
2.
Role-Playing Games and Simulation of Situations
The role-play method allows for exercising of some pragmatic skills in a
safe environment. For example, students can portray interview and telephone
conversation scenarios and even casual conversations at a café, looking at how
different wordings can change the listener’s perception (Ishihara & Cohen, 2010).
3.
Learning Through the Analysis of Speech
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Acts Students can learn how to effectively communicate their intentions in
an English-speaking environment by studying examples of different speech acts,
such as requests, apologies, and compliments, and analyzing their efficacy in
various contexts (Blum-Kulka & Olshtain, 1986).
Pragmatic competence is essential for effective communication in EFL
contexts, as it enables learners to use language appropriately in diverse social and
cultural interactions. Without it, even grammatically proficient speakers may
struggle to convey their intentions clearly or interpret others’ messages accurately,
leading to misunderstandings. The challenges EFL learners face, such as
difficulties in applying politeness strategies or adapting speech to different
communicative situations, highlight the need for explicit pragmatic instruction.
Implementing teaching strategies like authentic materials, role-playing, and
speech act analysis can significantly enhance learners’ ability to navigate real-
world conversations successfully. Therefore, integrating pragmatic competence
into language education is not just beneficial but necessary for developing
confident, culturally aware, and effective communicators.
References
1.
Blum-Kulka S., Olshtain E. Cross-cultural pragmatics:
Requests and apologies. – Norwood, NJ: Ablex Publishing. – 1986.
2.
Canale M., Swain M. Theoretical bases of communicative
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– №1(1). – 1980.
3.
Chomsky N. Rules and representations. – New York:
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4.
Felix-Brasdefer J.C., Cohen A.D. Pragmatic development in
the Spanish as a foreign language classroom: A cross-sectional study of
learner requests. – Intercultural Pragmatics. – №3(1). – 2006.
5.
Ishihara N., Cohen A.D. Teaching and learning pragmatics:
Where language and culture meet (1st ed.). – Great Britain: Pearson
Education Limited. – 2010.
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6.
Jacob G. Pragmatics and the social context of language use. –
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Taguchi N. Developing interactional competence in a foreign
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