Investigating Pragmatic Competence in EFL Classrooms: A Descriptive Study of Speech Acts and Politeness Strategies Employed by University English Teachers in Yemen

Authors

  • Faisal Al Murjib Shabwah University Shabwah Author
  • Najeeb Almansoob Aljanad University for Science and Technology Author https://orcid.org/0000-0003-2446-0071
  • Ahmed Al-Gedha Shabwah University, Shabwah Author

DOI:

https://doi.org/10.33948/KSU-languages-6-1-3

Keywords:

EFL classroom, pragmatic competence, politeness strategies, speech acts, teachers’ perspectives

Abstract

This study investigates the role of pragmatic competence in English as a Foreign Language (EFL) teaching, focusing on teachers' perspectives regarding speech acts and politeness strategies. The study explores EFL instructors’ perceptions of pragmatic competence and the challenges of integrating it into classroom teaching. A mixed-method approach was employed, collecting data from 60 teachers at Shabwah University and Aden University through a Likert-scale questionnaire. Quantitative analysis assessed the perceptions and practices of university English teachers in Yemen regarding the role of pragmatics in enhancing students' communicative competence. Findings indicate most teachers (94.6%) agreed that pragmatic instruction enhances communication skills. However, only 81.4% felt fully confident teaching pragmatics, indicating a need for professional development. Regarding speech acts, 80% agreed that understanding them improves comprehension and interpersonal relationships, yet only 78.6% strongly supported explicit instruction, indicating implementation challenges. Politeness strategies were also deemed crucial, with 86.6% acknowledging their cultural variability, emphasizing the role of cultural awareness in language learning. Additionally, social and contextual factors—such as cultural norms, situational context, and social hierarchy—were found to significantly influence pragmatic use. The study aligns with existing research while revealing gaps in teacher confidence and instructional support. Despite recognizing pragmatics' importance, educators require additional training and curriculum adjustments to bridge theory and practice. These findings highlight the need for targeted professional development and resource allocation to enhance pragmatic competence in EFL classrooms.

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Author Biographies

  • Faisal Al Murjib , Shabwah University Shabwah

     is an English language specialist at Shabwah University, Yemen, with over three years of teaching experience. His research interests include translation and linguistics. He currently lectures on Vocabulary Building Skills and Second Language Acquisition (SLA) courses.

  • Najeeb Almansoob, Aljanad University for Science and Technology

    is an Assistant Professor of English Language and Translation with over nine years of university teaching experience. His research focuses on translation studies, applied linguistics, and TEFL. He is the author of a book on crosslinguistic pragmatics and has published multiple articles in peer-reviewed journals.

  • Ahmed Al-Gedha , Shabwah University, Shabwah

     is an Assistant Professor of Translation Studies at Shabwah University. With 16 years of academic experience, he has published two research papers and translated over 20 short stories from English to Arabic.

     

Published

2026-03-12

Issue

Vol. 6 No. 1 (2026): Volume 6 No 1

Section

Articles