Pragmatic Failures in Intercultural Communication: A Case Study of ESL Learners

Abstract

This study examines pragmatic failures in intercultural communication among ESL learners, focusing on the mismatch between learners' pragmatic competence and native speaker norms. Despite strong grammatical and lexical knowledge, ESL learners often struggle with appropriate language use in social contexts, leading to misunderstandings. The research highlights how cultural differences, sociopragmatic conventions, and speech act misinterpretations contribute to these failures. Using qualitative case studies, discourse completion tests, and role-play analyses, the study identifies common pragmatic challenges, such as inappropriate requests, humor misinterpretation, and politeness strategy misuse. Findings reveal that pragmatic failures stem from linguistic, sociocultural, and psychological factors, emphasizing the need for explicit pragmatic instruction in ESL curricula. The study advocates for integrating intercultural awareness training, authentic interactions, and role-plays to enhance learners' pragmatic competence. Pedagogical implications suggest a shift toward pragmatic-focused teaching to mitigate communication breakdowns and foster effective intercultural exchanges.

Keywords: Pragmatic Failure, Intercultural Communication, ESL Learners, Speech Acts, Pragmatic Competence, Sociopragmatic Norms, Language Teaching, Cultural Awareness