JLLT Volume 17 (2026) Issue 2

Articles

Pragmatic Awareness as a Catalyst for Multilingualism, Reflective Competence, and Intercultural Growth in Language Education: A Case Study

Brikena Xhaferi & Gezim Xhaferi (South East European University, North Macedonia)

Abstract

In multilingual educational settings, pragmatic competence is essential for navigating diverse communicative situations. This study investigates how explicit pragmatics instruction supports the development of multilingual abilities, reflective learning, and intercultural awareness among English and German majors at South East European University. Utilising a mixed-methods design consisting of a Pragmatic Awareness Questionnaire and Reflective Learning Journals, this research examines two constructs: pragmatic sensitivity – the ability to interpret contextual cues – and pragmatic adaptability – the capacity to adjust language use strategically. The results indicate that students effectively identify appropriate speech acts, interpret indirect meanings, and apply politeness strategies, demonstrating a strong attunement to contextual and cultural norms. Overall, the findings suggest that integrating explicit pragmatics instruction with reflective learning significantly enhances learners' pragmatic sensitivity and intercultural competence, equipping them to communicate effectively in diverse social and academic environments.

Exploring the Relationship between Study Level and Pragmatic Competence in Yemeni EFL Learners: Insights from Apology Strategies

Abdullah Al-Eryani & Abeer Al-Yaremi (Thamar University, Yemen)

Abstract

This study investigates the pragmatic competence of Yemeni learners of English as a Foreign Language (EFL) in producing apologies, focusing on how academic level relates to pragmatic performance. Using a descriptive research design, we analysed the apology strategies of 61 Yemeni EFL students (27 second-year and 34 fourth-year students) alongside those of 27 American English Native Speakers (American ENSs). Data were gathered through a Discourse Completion Task (DCT) with nine hypothetical apology scenarios and coded using Olshtain and Cohen's (1983) framework. The Yemeni EFL students demonstrated limited pragmatic competence, with their selection and structure of semantic formulas differing markedly from American ENS norms. Specifically, the groups diverged in formula frequency, reliance on binary semantic structures, explanation depth, and repair patterns. Notably, academic level did not correlate positively with pragmatic competence: second-year students adhered more closely to American ENS norms than fourth-year students, demonstrating that longer academic exposure does not automatically yield greater pragmatic competence.