Assessing Pragmatic Competence in Bosnian Learners of English
Assessing Pragmatic Competence in Bosnian Learners of English

Summary/Abstract: In the field of pragmatics, a considerable amount of research has been conducted on the development of pragmatic competence in non-native speakers. While Chomsky (1980) distinguished between linguistic competence and broader aspects of language use, defining the latter as “knowledge of conditions and manner of appropriate use, in conformity with various purposes” (1980: 224), the concept of pragmatic competence has fully developed in subsequent frameworks. In the field of second language (L2) acquisition, there has been growing interest in how non-native speakers develop pragmatic competence (He & Yan 1986; Blum-Kulka, House, & Kasper 1989; Oxford 1990; Bardovi-Harlig 1999; Kasper & Rose 2002). This study was prompted by numerous examples of spoken pragmatic failure observed during English lectures at the beginning of the 2017/2018 academic year, involving non-native speakers of English. In addition, due to the limited availability of empirical data on pragmatic competence and failure in Bosnia and Herzegovina, this study aims to examine the overall L2 pragmatic competence of Bosnian learners of English at the University of Tuzla. Specifically, it explores the relationship between learners’ pragmatic competence and sociolinguistic parameters, including gender, age, and duration of English language study. Together relevant data, a modified version of He’s Pragmatic Competence Questionnaire (1988) was administered. The instrument, comprising multiple-choice questions and various interactive scenarios, was distributed to undergraduate students of Journalism, Technology, and English at the University of Tuzla (Bosnia and Herzegovina). This study offers insight into the general level of pragmatic competence of Bosnian speakers of English. Furthermore, it identifies notable differences in sociopragmatic and pragmalinguistic performance across gender and academic discipline.

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