Development of Pragmatic Competence

It is beyond that that any discussion of language pedagogy without taking into consideration the field of pragmatism would be deficient. Pragmatics being defined as the rules governing the use of language, that is, where to say what and how to say what is deeply rooted in our communications in any social context without which our process of learning is inevitably confined to language usage. Pragmatic aspects of language, therefore, have taken center stage in constructivist approaches towards language pedagogy which unlike cognitive theories do not believe in the development of language in isolation and on the contrary emphatically stress the role of environment and interaction as necessary factors contributing to language proficiency. The present study has presented the readers with a good deal of literature to examine how bringing into limelight pragmatics will affect the process of second language learning.