PRAGMATIC COMPETENCE DEVELOPMENT IN SECOND LANGUAGE LEARNERS: AN ANALYSIS OF SPEECH ACTS IN ACADEMIC SETTINGS

Abstract

Historically, second language acquisition (SLA) research focused heavily on grammatical and lexical mastery; however, the modern globalized academic landscape necessitates a shift toward pragmatic competence the ability to use language appropriately across social contexts. This report examines the developmental trajectories and realization patterns of speech acts among second language (L2) learners in academic settings. Grounded in Speech Act Theory and Politeness Theory, the analysis explores how learners navigate "face-threatening acts" and social variables such as power, distance, and imposition. The research highlights a non-linear developmental path, influenced by cognitive mechanisms like the "Noticing Hypothesis" and structured stages of request development. It further analyzes core academic speech acts, including requests, refusals, and disagreements, noting how advanced learners utilize mitigation devices and supportive moves to manage interpersonal relationships. Finally, the paper discusses the paradigm shift toward English as a Lingua Franca (ELF) and the emerging role of Artificial Intelligence and digital tools in providing immersive, albeit challenging, environments for pragmatic growth