DEVELOPING PRAGMATIC COMPETENCE IN ACADEMIC DISCUSSIONS (IN THE EXAMPLE OF 10th -11th GRADES)

Abstract

The development of pragmatic competence—the ability to use language effectively in context—is a critical aspect of communicative proficiency in academic settings. This article explores how 10th and 11th-grade students develop pragmatic competence through structured academic discussions in English language classrooms. Focusing on key pragmatic functions such as turn-taking, hedging, requesting clarification, and expressing agreement or disagreement, the study investigates how these skills can be taught, measured, and fostered in real classroom settings. The research draws on both qualitative and quantitative data gathered from classroom observations, student interviews, and discourse analysis. The findings indicate that explicit instruction, collaborative learning strategies, and authentic discussion tasks significantly enhance students’ ability to navigate academic discourse pragmatically. Moreover, the study identifies challenges students face in managing politeness, appropriateness, and contextually sensitive expressions in discussions. The article concludes with pedagogical recommendations for integrating pragmatic awareness into secondary school curricula to better prepare students for academic success and intercultural communication. This study contributes to a growing body of research advocating for a more nuanced and practical approach to teaching language functions beyond grammar and vocabulary.