The impact of pragmatic competence on language proficiency in secondary EFL classrooms

Chen, Jiayi (2025) The impact of pragmatic competence on language proficiency in secondary EFL classrooms. Final Year Project, UTAR.

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Abstract

Pragmatic competence is vital to effective communication in English as a Foreign Language (EFL), and consequently crucial in terms of English language assessment. Although learner’s grammatical competence may be flawless, lack of pragmatic competence may impede the appropriateness and effectiveness of their communication in real life, thus impacting on their overall proficiency. The current study attempts to investigate the effect of pragmatic competence on EFL learners, and learners’ perceptions of instructional practices that support the pragmatic portion of their communicative competence. A qualitative research design was used, in which semi-structured interviews were held with five Chinese international undergraduate students, trained in their secondary level English in China, now attending a private university also in Perak, Malaysia. Data were analysed thematically. Results showed that pragmatic competence does not develop as a natural extension of the curriculum in exam-oriented and form-focused EFL classrooms, due to lack of authentic communication and pragmatic awareness opportunities. Learners view pragmatic development as more valuable through teaching practices based on interaction, exposure to language in its use, and explicit pragmatic instruction. Such pragmatic-focused instruction may greatly enhance learners’ communicative effectiveness, and overall language proficiency, confirming the necessity of a focus on pragmatic instruction in general, and at secondary level in particular.

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