FACTORS IN THE FORMATION OF COGNITIVE-PRAGMATIC COMPETENCE IN THE PROFESSIONAL TRAINING OF ENGLISH TEACHERS

Abstract

This article examines the key factors involved in the formation of cognitive-pragmatic competence in the professional training of English language teachers. Drawing on theoretical frameworks in cognitive pragmatics, applied linguistics, and language teacher education, the study identifies five principal factors – inferential ability and metalinguistic awareness, sociocultural exposure, explicit pragmatic instruction, reflective practice, and institutional environment – and analyzes their role in shaping pragmatic development. The findings indicate that cognitive-pragmatic competence does not emerge incidentally through language proficiency alone but requires deliberate instructional intervention and supportive professional conditions. The article concludes that integrating pragmatic competence development as an explicit goal within teacher education programs is essential for preparing English teachers capable of meeting the communicative demands of contemporary educational contexts