DEVELOPING PRAGMATIC COMPETENCE IN PREPARING STUDENTS FOR PROFESSIONAL ACTIVITIES: A METHODOLOGICAL FRAMEWORK
Abstract
This article examines the development of pragmatic competence as a critical component in preparing students for professional activities. Drawing on recent empirical research and established theoretical frameworks, this study presents a comprehensive methodological approach to fostering pragmatic abilities in vocational and professional education contexts. The research synthesizes findings from interlanguage pragmatics, speech act theory, and workplace communication studies to propose an integrated framework for pragmatic competence development. The methodology incorporates both explicit and implicit instructional approaches, technology-enhanced learning environments, and authentic workplace simulations
Keywords
pragmatic competence, professional preparation, vocational education, speech acts, workplace communication, interlanguage pragmatics, explicit instruction, communication skills, work readinessHow to Cite
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