Investigating the Effect of Explicit Instruction on the Development of Pragmatic Competence of Pakistani Learners of English

Abstract

The notion of pragmatic instruction is progressively gaining prominence in language pedagogy to enhance learner’s development of pragmatic features. In the last decade, the focus of pragmatic research has gradually shifted to instructional methods and practices to develop pragmatic competence of the learners. As an effort in this direction, the present study examines the effect of explicit instruction of the speech act of suggestion in English on the development of pragmatic competence of Pakistani learners of English. The findings of the study indicate that explicit mode of instruction in Pragmatics especially related to speech acts is necessary for the development of pragmatic competence of Pakistani learners of English. This study commends the need of pragmatic instruction focusing equally on the rules of grammar and sociocultural aspects in ESL courses in language classrooms for enhancement of pragmatic abilities of the learners.