Role of pragmatic instruction and individual differences variables in determining level of pragmaticcompetence

Abstract This study investigates the impact of pragmatic instruction and several individual difference variables on pragmatic competence. The examined variables include cultural distance from the target language community, level of target language proficiency, length of residence in the target language country, and level of target language contact. Eighty undergraduate students from diverse backgrounds enrolled at a university in Japan participated in the study. Data collection instruments comprised a Japanese pragmatic test and a background questionnaire assessing participants’ country of origin, Japanese proficiency level, length of residence in Japan, and level of contact with Japanese speakers. Employing a one-group pre-test–post-test experimental design, the study administered the pragmatic test and background questionnaire to all participants at the beginning of the academic year. Throughout the academic year, participants received regular Japanese instruction with an emphasis on pragmatics. Towards the end of the academic year, the same pragmatic test was re-administered to 22 participants. Paired samples t-test analysis revealed a significant improvement in pragmatic competence following pragmatic instruction. Additionally, multiple regression analysis identified language proficiency, cultural distance, and language contact as influential factors in pragmatic competence development, ranked in descending order of importance.