University Pragmatics: Beyond Grammar Towards Communicative Effectiveness
DOI:
https://doi.org/10.56368/Entrelineas326Keywords:
communicative competence, linguistic context, language teaching, academic discourse, sociocultural pragmaticsAbstract
This study analyses university pragmatics, emphasising the necessity of transcending grammar to achieve effective communication in academic contexts. The aim of this study was to identify the primary pragmatic difficulties faced by L2 students in functioning within academic environments. The research methodology is qualitative, based on the analysis of documentary sources, employing a cross-sectional, documentary, and descriptive design without experimental interventions. The key finding was the identification of three major obstacles to the pragmatic competence of university students: difficulty in adapting the linguistic register to the contextual demands of academia, lack of understanding of the sociocultural norms implicit in academic discourse, and the inability to implement communicative strategies that facilitate negotiating meanings, reformulating ideas, or resolving conflicts in academic debates. The principal conclusion is that inadequate pragmatic competence negatively impacts student performance, limits participation in fundamental academic activities, and creates a perception of unprofessionalism that may lead to isolation and restricted learning opportunities.
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