THE ROLE OF LINGUODIDACTIC APPROACHES AND PEDAGOGICAL TECHNOLOGIES IN IMPROVING B2 LEVEL STUDENTS’ PRAGMATIC COMPETENCE IN ENGLISH
Eshchanov Marat Urazalievich PhD student, Uzbekistan State University of World Languages
Keywords:
pragmatics, education, approach, explicit instruction, implicit instruction, technology, communication, text, instruction, deductive method, inductive method, interactive, analysis, didactic feature, material, textbook, exercises, activities, speech acts, conversation, program, metapragmatic instructions, communicative context,, pragmatic goal, pragmatic knowledge and skills, authentic language, pragmatic research, practice, assignments, task.Abstract
The article discusses the main linguistic-didactic issues related to the development of pragmatic competence and the improvement of pragmatic knowledge and skills in English, highlighting the importance of using pedagogical technologies and didactic tasks in their enhancement. Pragmatic studies have become a part of language teaching in recent years. There are numerous findings that offer valuable insights into teaching second language pragmatics. However, there are significant gaps in the application of these findings in teaching materials and classroom practice. Although pragmatics is an integral part of the basic constructs of communicative competence, as argued by scholars such as Bachman and Palmer, as well as Canale and Swain, practical instruction in this area is often not observed in lessons. Several factors may contribute to this uncertainty. This article also reflects proposals and recommendations for improving pragmatic competence in the context of learning English as a foreign language based on methods, approaches, and tasks.
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