DESIGNING A SYSTEM OF COMMUNICATIVE TASKS THAT SERVES TO DEVELOP COGNITIVE-PRAGMATIC COMPETENCE IN FUTURE ENGLISH TEACHERS

Abstract

This article examines the theoretical foundations and pedagogical dimensions of cognitive-pragmatic competence in pre-service English language teacher education. Drawing on frameworks in cognitive linguistics, interlanguage pragmatics, and task-based language teaching, the study proposes a principled system of communicative tasks designed to develop future teachers’ ability to interpret and produce language in contextually and socially appropriate ways. The findings confirm that cognitive-pragmatic competence is systematically teachable through explicit consciousness-raising activities, inferential reasoning tasks, and professionally oriented communicative scenarios. The proposed task system is argued to offer a valuable contribution to pre-service teacher education curricula and methodological practice