Eliciting Pragmatic Competence Through Task-Based Language Teaching: A Case Study of Advanced English Learners in Institutional Settings

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the pragmatic competence of advanced English learners in a higher education context. Utilizing a mixed-methods approach, we collected quantitative data through pre- and post-intervention assessments focusing on pragmatic awareness and usage in real-life scenarios. Qualitative insights were drawn from semi-structured interviews with participants to understand their perceptions of TBLT's impact on language use. Our findings reveal a statistically significant improvement in learners' pragmatic performance, with an average increase of 27% in assessment scores following the intervention. Moreover, qualitative analyses indicated that learners felt more confident and competent in using English pragmatically, highlighting the role of contextual tasks in language acquisition. These results underline the potential of TBLT as an effective pedagogical strategy for fostering pragmatic competence among advanced learners, thus addressing a significant gap in existing language teaching methodologies.