TEACHING ENGLISH PRAGMATICS AS AN INTERNATIONAL LANGUAGE

Abstrak

With increased globalization and the proliferation of an International Language of English, more opportunities arise to teach and learn pragmatics in L2 contexts. Rather than being viewed as a reflection of native-like ability, pragmatic competence is now viewed as a means for effective communication with people from diverse backgrounds in language and culture, the majority of them are not native English speakers. Despite this change, there are still few attempts to instruct EIL students in pragmatic competence. This study investigates the impact of pedagogical interventions regarding the oral application of pragmatic markers (PMs) in EIL pragmatics, which are an important facilitator of communication in an increasingly multilingual and multicultural society. The research design is a library research method that involves collecting, examining, and synthesizing various academic materials. According to the findings, participants who received pragmatic instruction greatly increased the frequency and diversity of PMs used in their academic presentations when compared to the control group. In addition to offering useful information for redirecting EIL courses toward a more appropriate integration of pragmatic skills in L2, these findings demonstrate the viability of pragmatic instruction within EIL.