Pragmatic competence and speech act instruction in foreign language learning

Lyutsiya Shamsutdinova

doi:10.47689/2181-1415-vol6-iss5/S-pp27-31

Lyutsiya Shamsutdinova Doctor of Philosophy of Pedagogical Sciences, Uzbek State World Languages University

DOI

https://doi.org/10.47689/2181-1415-vol6-iss5/S-pp27-31

Keywords

pragmatic competence , speech acts , advice , pragmalinguistic transfer , sociopragmatic norms , intercultural pragmatics

Abstract

Improving pragmatic competence is one of the most essential goals in foreign language instruction, as it ensures the use of appropriate linguistic means in various communicative and sociocultural contexts. This article explores the importance of teaching speech acts as a means of developing pragmatic competence. Based on the theory of speech acts and intercultural pragmatics, the article focuses on the contrastive analysis of the speech act of advising in English and Russian. It examines the differences in pragmalinguistic structures and sociopragmatic norms between the two languages, illustrating how inappropriate pragmatic transfer can lead to communication breakdowns. The study reveals that effective teaching of speech acts, particularly advice, should integrate both form and function, while accounting for sociocultural norms of native speakers. Recommendations are given for teaching strategies aimed at minimizing pragmatic failure in learners of English as a foreign language.

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Published

2025-05-25

How to Cite

Shamsutdinova , L. (2025). Pragmatic competence and speech act instruction in foreign language learning. Society and Innovation, 6(5/S), 27–31. https://doi.org/10.47689/2181-1415-vol6-iss5/S-pp27-31