DEVELOPING PRAGMATIC COMPETENCE THROUGH DISCOURSE ANALYSIS IN FOREIGN LANGUAGE TEACHING

Abstract

This study examines the role of discourse analysis in developing pragmatic
competence among foreign language learners. Drawing on theoretical frameworks and empirical
research, it explores discourse–based instructional approaches – including speech act analysis,
conversation analysis, and genre–based tasks – and demonstrates that explicit, authentic
discourse–informed instruction measurably enhances learners' pragmatic awareness and
communicative performance.