Abstract
Pragmatic competence is a component of language knowledge; therefore, it is as intrinsic to the ability to successfully communicate for a foreign language (FL) learner as it is for a native speaker, especially where perceptions of politeness may vary between cultures. Despite this, pragmatics is under-represented in FL course materials and assessments, and consequently educators are often left unsure as to how to include it in their classes. The result of this is that learners may achieve proficiency in the linguistic competences (knowledge of lexis, syntax, phonology), but remain pragmatically underdeveloped and susceptible to pragmatic failure. The present study seeks to investigate how second language (L2) pragmatic competence can be comprehensively developed in the ordinary EFL classroom, using an explicit teaching method which fundamentally integrates assessment into the instructional process. To conduct this investigation, a novel method was designed and implemented with the participation of advanced Serbian EFL learners. Data sources, including role-play and video-based assessments, interviews, discussions and observations, were then obtained for the purposes of cross-sectional and longitudinal analysis to address three research questions. The first two questions explore how the components of pragmatic competence develop as a result of the instructional method and the role of pragmatic awareness in this. The third question investigates the practicality (validity and feasibility) of incorporating such a method in the classroom context. Findings suggest that the assessment-integrated instructional method constitutes a practical and effective means of comprehensively developing L2 pragmatic competence in the ordinary EFL classroom, as evidenced by the demonstrable development of participants’ conscious knowledge and ability to apply contextually appropriate Head act and External modification strategies. L2 pragmatic awareness appears to be key to the process of developing particular pragmatic sub-competences. Findings also serve to indicate further implications for pragmatics-related instructional methods, such as the phenomenon of ‘pragmatic fossilisation’.