Competence Regarding Acquiring Global and Professional Verbal Communication Speech Acts Marat Urazaliyevich Yeshanov

Аннотация

The ability to communicate aptly in a given social situation is paramount for any global and professional interaction. For learners of English as a Foreign/Second Language (EFL/ESL), acquiring pragmatic competence is particularly difficult to master, often due to the lack of attention provided by ‘grammar-first’ approach’ to language teaching. This article synthesizes findings from a broader exploration to help understand the teaching, learning, and assessment of pragmatic competence in the context of verbal communication and speech acts. It analyzes the common challenges learners and teachers face in typical EFL/ESL contexts, examines effective, evidence-based instructional strategies aimed at raising pragmatic awareness, and discusses various assessment strategies. The findings confirm the need to shift the focus from grammar to explicit teaching of pragmatics in context, especially in the use of authentic materials. In addition, the article critiques the use of traditional assessment tools, particularly Discourse Completion Tests (DCTs), calling for the use of more valid approaches such as the analysis of naturally occurring data and multi-dimensional assessment frameworks. In conclusion, the findings collectively argue for an integrated comprehensive action-oriented approach where the teaching and assessment of pragmatics are core components of language education, preparing learners for the nuanced demands of real-world communication. Keywords: Pragmatic competence, social norms, appropriateness, pedagogy of pragmatics, teaching model, audiovisual input, naturally occurring data, discourse completion test, multi-componential assessment, metapragmatic awareness. ability of the speaker to effectively use the language Introduction: The growing importance of boundary- within social settings, understanding speech acts less communication in an increasingly globalized world together with the social norms and contextual is underlined by the fact that it would be great to appropriateness in the use of language (Taguchi, 2011). communicate across cultures and professional boundaries equally importantly. Such effectiveness However, pragmatic competence is hardly any less does not qualify only on the what is said (grammatical critical as a challenge for EFL/ESL learners. There is no competence) but rather, critically, on how it is said guarantee that a person who knows the grammar well (pragmatic competence). Pragmatics is the study on will use grammar appropriately in every situation. language from the user's perspective as they make Historically, grammatically flawless sentences might choices against constraints within social settings and still be socially inappropriate and thus bring about the subsequent effects on others through the use of miscommunication or cultural misunderstandings. The their language (Hapsari, 2013). Its cover includes development of pragmatic competence in an EFL speech acts like appropriate interpretation and situation is, however, often confronted with additional production, e.g. request, apology, refusal), challenges posed by the use of languages in the typical conversation principle adherence, and implied language learning environment. These include a lack of meaning comprehending. Pragmatic competence is the exposure to real use in language, an over-dependence International Journal of Pedagogics 99 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) on textbooks that present pragmatics in a somewhat struggling." naive or improper way, and classroom dynamics that Alex listens, allowing for about minutes of expansion in result in the limited opportunity for true social the discussion about general staffing issues and interaction. Nuriya's move to take advantage of the new teaching Workplace language use has been studied from many assistant. angles in which speech acts figure prominently as a Alex then transitioned the conversation back gently to bedrock for the description of the communicative the early topic of conversation, also to moderately interaction (Koester, 2006). It is undeniable that speech disapprove of Nuriya's counter-argument while acts exist in a state of theoretical incompleteness, and agreeing with her edge. yet their application makes them practically accessible Nuriya: "Just seems a bit silly to me to spend that much to learners, thus demonstrating how language users on software for a single semester." can actually reach their goals in the workplace. NURIYA: "I just don't think it's worth it for a two-week The learning of speech acts, especially directives, is trial period, I mean..." imperative for the upcoming English teachers. Directives largely exist in the workplace, and their NURIYA: "I suppose it's just the extra money, but you effective use can create a big difference in the say that's not an issue." dynamics of organizations (Vine, 2004). Some students ALEX: "We can afford it." may have difficulty performing or rec