DEVELOPING PRAGMATIC AND SOCIOLINGUISTIC COMPETENCE THROUGH SPEECH ACT INSTRUCTION AND TASK-BASED ASSESSMENT
Keywords:
Pragmatic competence, sociolinguistic competence, speech acts, task-based assessment, EFL instruction, communicative competence.Abstract
This article explores how explicit instruction in speech acts, combined with task-based assessment, fosters the development of pragmatic and sociolinguistic competence in learners of English as a foreign language (EFL). The paper reviews key literature in the fields of pragmatics and sociolinguistics, outlines pedagogical strategies for integrating speech acts into instruction, and presents findings from a classroom-based study. The results highlight the importance of contextualized, interactive activities and task-based evaluations in promoting learners’ ability to communicate appropriately in real-life situations.
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