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| Autor principal: | |
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| Formato: | Recurso digital |
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| Publicado em: |
Zenodo
2026
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| Acesso em linha: | https://doi.org/10.5281/zenodo.20378832 |
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Sumário:
- <table class="MsoTableGrid"> <tbody> <tr> <td> <p class="16"><em>The development of communicative competence has become one of the primary goals of modern foreign language education. However, many university students who possess adequate grammatical knowledge often experience difficulties in using language appropriately in real communicative situations. One significant reason for this issue is insufficient pragmatic competence, particularly in the use of speech acts. Speech acts such as requesting, apologizing, refusing, suggesting, and complimenting require learners to understand not only linguistic forms but also social and contextual norms. This study investigates the effectiveness of interactive teaching methods in developing students’ ability to use speech acts appropriately in English communication. The research employed classroom observations, pre-test and post-test analyses, and interactive instructional techniques including role plays, discussions, collaborative tasks, and situational activities. Findings indicate that interactive methods significantly enhance students’ pragmatic awareness, communicative confidence, and ability to produce contextually appropriate speech acts. The study suggests integrating interactive methodologies into English language instruction at the university level to improve pragmatic competence.</em><em> </em></p> </td> </tr> </tbody> </table>