Navigating Pragmatic Competence of Pakistani EFL Learners' Face-threatening Acts: A Qualitative Study

Abstract

Realisation of face-threatening acts (FTAs) is a Herculean task for EFL/ESL because it involves understanding the intricacies of politeness and social norms of the target language. The present study focuses on assessing the pragmatic competence of Pakistani English as a Foreign Language (EFL) learners in realising FTAs such as ordering, suggesting, and advising. The study utilised a qualitative research design. By employing purposive sampling, the researchers involved BS English novices (n=60) studying in three public-sector colleges in Lahore. The data were collected with the help of the Discourse Completion Task (DCT). The data were analysed qualitatively through a content analysis approach. The analysed data suggested that Pakistani EFL learners showed an understanding of FTAs. Pakistani L2 learners struggle with pragmatic competence, with directness, politeness, and mitigation devices lacking. The study had academic and pedagogical ramifications.