Assessing Pragmatic Competence in ESL Learners: A Case Study on Speech Act Realizations in Academic Discourse

Skyler Garcia; Jacob Scott; Robin White; Sam Moore

Authors

Skyler Garcia PhD
Jacob Scott Associate Professor
Robin White Professor
Sam Moore Dr. Sc

Keywords:

pragmatic competence, ESL learning, speech acts, academic discourse, language education, pedagogical strategies, cross-cultural communication, second language acquisition

Abstract

This study investigates the pragmatic competence of English as a Second Language (ESL) learners, focusing specifically on how they realize speech acts in academic discourse. Utilizing a mixed-methods approach, we collected data from discourse completion tasks and follow-up interviews with 120 ESL students across five universities in the United States. The analysis revealed significant discrepancies in the use of speech acts compared to native English speakers, particularly in expressions of requests and refusals. Quantitative metrics indicated a 30% higher error rate in pragmatic appropriateness among ESL learners. These findings highlight the critical need for targeted pedagogical interventions aimed at enhancing pragmatic skills within ESL curricula, thereby fostering better communicative competence in academic settings.

Author Biographies

Skyler Garcia, PhD

PhD
University of California, Berkeley
110 Sproul Hall, Berkeley, CA 94720, USA

Jacob Scott, Associate Professor

Associate Professor
University of Edinburgh
Old College, South Bridge, Edinburgh EH8 9YL, UK

Robin White, Professor

Professor
University of Mannheim
68131 Mannheim, Germany

Sam Moore, Dr. Sc

Dr. Sc
University of Sydney
Camperdown, NSW 2006, Australia

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