A COMPARATIVE STUDY OF TRADITIONAL AND CUMULATIVE-FUNCTION-BASED APPROACHES IN DEVELOPING PRAGMATIC COMPETENCE

Abstract

This study investigates the effectiveness of traditional teaching methods and cumulative-function-based approaches in developing the pragmatic competence of future foreign language teachers. While traditional approaches often emphasize grammatical accuracy and structural knowledge, they may address pragmatic aspects of communication. In contrast, the cumulative function of language highlights the integration and accumulation of linguistic, cultural, and contextual knowledge over time. This research employs a comparative experimental design involving pre-service teachers to evaluate the impact of both approaches on learners’ pragmatic development. The findings demonstrate that the cumulative-function-based approach significantly enhances learners’ pragmatic awareness, speech act realization, and sociocultural appropriateness. The study concludes with pedagogical implications for foreign language teacher education