Pragmatic Competence and Cultural Adaptation in EFL Contexts: Challenges and Pedagogical Implications
DOI:
https://doi.org/10.5281/Ключевые слова:
pragmatic competence, cultural adaptation, EFL, pragmatic transfer, intercultural awareness, language teaching.Аннотация
The article explores the development of pragmatic competence and cultural adaptation among Uzbek EFL
learners. It focuses on two major challenges–negative pragmatic transfer and resistance to perceived L2 norms–identified
through reflective practice and a review of the literature. The findings indicate that effective pragmatic instruction requires
explicit teaching, authentic interaction, and intercultural awareness. Teachers are encouraged to balance linguistic accuracy
with cultural sensitivity to promote successful cross-cultural communication
Библиографические ссылки
1. Bardovi-Harlig, K. (1996). Pragmatic failure and the acquisition of ESL pragmatics. Studies in Second Language
Acquisition, 18(2), 147-169.
2. Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching Pragmatics. Washington, DC: U.S. Department of State.
3. Beebe, L. M., & Giles, H. (1984). Speech-accommodation theories: A discussion in terms of second-language acquisition.
International Journal of the Sociology of Language, 46, 5-32.
4. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
5. Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL learners. TESOL Quarterly, 27(1), 33-56
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