Pragmatic Competence in Saudi EFL Learners: Challenges, Consequences, and Strategies for Overcoming Barriers

Abstract

This article critically explores the challenges Saudi learners of English as a Foreign Language (EFL) face in developing pragmatic competence. Despite the pivotal role pragmatic skills play in facilitating effective communication, Saudi EFL learners frequently struggle with the nuances of English pragmatics, leading to miscommunication and social misunderstandings. The article is organized around three key areas of inquiry: the factors contributing to these pragmatic difficulties, the broader consequences of inadequate pragmatic competence, and practical strategies for overcoming these challenges. Major contributing factors include limited exposure to authentic language usage, cultural divergences in communication styles, pragmatic transfer from Arabic to English, and an EFL pedagogy that prioritizes linguistic accuracy over pragmatic awareness. The repercussions of insufficient pragmatic competence extend beyond communication, affecting learners’ academic performance, professional prospects, and social integration. In response, the article advocates for the incorporation of explicit pragmatic instruction into the curriculum, the creation of opportunities for authentic communicative practice, and the inclusion of culturally relevant contexts to foster greater intercultural sensitivity. By equipping Saudi EFL learners to navigate the intricacies of English pragmatics more effectively, this study seeks to enhance their overall communicative proficiency and intercultural competence, while contributing to a more comprehensive understanding of pragmatic development in specific sociocultural contexts.