ENHANCING STUDENTS’ PRAGMATIC COMPETENCE IN A MULTILINGUAL EDUCATIONAL ENVIRONMENT: A PEDAGOGICAL FRAMEWORK AND EMPIRICAL INSIGHTS

Abstract

This study explores the development of students’ pragmatic competence within multilingual educational contexts. The research aims to design and evaluate a pedagogical framework that integrates communicative tasks, contextualized language input, and reflective practices. A mixed‑methods approach was employed, involving experimental and control groups of university students. Findings indicate significant improvement in pragmatic awareness, speech act performance, and interactional strategies among participants exposed to the framework. The results highlight the importance of authentic discourse, sociocultural awareness, and task‑based instruction in fostering pragmatic competence. Implications for curriculum design, teacher training, and multilingual pedagogy are discussed.