Pragmatic Competency

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Abstract: Pragmatic competence has become, especially in the last few decades, one of the issues that attracted attention in the field of language learning as an essential part of language competence. The realization that having a good command of linguistic knowledge in target language would not be enough to master the language has created the need to investigate the value and effect of pragmatic competence in language education. The following research paper aims at studying different articles related to pragmatic competence stressing on the Impact of Textbook-Based Input on L2 Learners' Pragmatic Comprehension. It will be approached both on the critical reading and critical thinking levels taking into consideration the pragmatic and the linguistic…show more content…
Not only do they need to know how to say something as well as when, where and to whom to say it, but also to be meaningful and appropriate. This appropriateness is basically called pragmatics which mainly deals with what is beyond the dictionary meanings of statements. Therefore, having a good command of the conventions enables the speaker to establish and maintain effective and appropriate communication as well as understanding each other clearly (Yule, 1996) and this ability is generally referred as pragmatic competence. Considering pragmatic competence as a crucial component of language education, this study is intended to be a review on the value and The role of pragmatic competence in foreign language…show more content…
In the Introduction, the writer defines IPL, interlanguage pragmatics which studies the learners' acquisition, comprehension and production of pragmatics. In the background, pragmatic competence is influenced by many factors such as input, understanding L2 proficiency, transfer and individual differences. As pragmatic comprehension comprises both context and utterance, the method was to study four intact groups with different textbook backgrounds: university junior students studying English translation, language institute learners studying Passages (grades 7 and 8), Headway Advanced (grades 1 and 4) and Iran Language Institute Textbooks (Advanced 1 and 4). The fourth one was a locally developed series. The instruments used were: a listening comprehension test, a language background questionnaire, and a checklist of listening activities. Then, data was collected, tabulated and analyzed. Studying the results showed differences among groups in terms of their performance on LC subtasks. However, to deal with limitations and implications for future studies, the present study adopted an innovative instrument to measure one of
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