Original article | International Journal of Research in Teacher Education 2021, Vol. 12(2) 29-35
Ahmed Ibrahim Elttayef Al-Abdali, Mahendran Maniam
pp. 29 - 35 | Manu. Number: ijrte.2021.010
Published online: June 29, 2021 | Number of Views: 23 | Number of Download: 372
At present, English plays a key role in the world and it is known as an international language which enables people to connect all around the world and English can be called as a global language because it is helpful in the processes of globalization. As English has played an indispensable role in global communication, it is essential for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Hence, pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable roles in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication. This paper discusses pragmatics as a branch of linguistics and its significant role in learning English as a second and a foreign language. In pragmatics, meaning in communication can be classified into two elements; verbal and nonverbal. This classification depends on the contexts, relationship between utterers, and social factors. Teachers should teach pragmatic competence in second language English classes through different activities and tasks.
Keywords: pragmatics, pragmatics competence, English language teaching, language competencies
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