ADVANCING PRAGMATIC COMPETENCE IN EFL TRAINING: INSIGHTS FROM TASK-BASED LANGUAGE TEACHING AND NEEDS ANALYSIS PERSPECTIVES

Abstract

In the present globalized world, pragmatic competence in language learning is of equal importance as technical and technological skills. The present study aims at investigating the role that task-based language teaching and explicit pragmatics instruction may play in developing the pragmatic competence of EFL students. The research points out the gains made by integrating tasks, technology, and intercultural perspectives into instructional practices while reviewing recent developments in teaching methodologies and empirical studies. Results have underlined explicit pragmatics instruction, metapragmatic awareness, and learner autonomy with a basis in meaningful and authentic tasks. The study concludes that aligning instruction with learners' needs, incorporating global English norms, and leveraging digital tools can effectively develop EFL learners' ability to navigate diverse communicative contexts.