Assessing Pragmatic Competence in English Language Learners: A Case Study of Implicit Learning in Contextualized Classroom Interactions

Abstract

This study investigates the implicit acquisition of pragmatic competence among English language learners (ELLs) in contextualized classroom settings. Drawing on a mixed-method approach, we collected data from 120 ELLs through recorded classroom interactions and follow-up interviews. The analysis revealed that learners demonstrated significant improvements in pragmatic skills, particularly in understanding speech acts and socio-cultural nuances, with a notable 30% increase in appropriate responses over a semester. The qualitative data highlighted learners' awareness of pragmatic norms and their adaptability in communication. These findings underscore the importance of integrating pragmatic instruction in language curricula to enhance learners' communicative competence and prepare them for real-world interactions.