Pragmadidactic features of teaching implicature and indirect speech acts in English language education

The article examines the pragmadidactic features of teaching implicature and indirect speech acts in English language education. The ability to infer implied meaning and interpret indirect communicative actions is treated as a central component of pragmatic competence. Drawing on the works of Grice, Searle, Thomas, Bouton, Kasper, Rose, Taguchi, Ishihara and Cohen, the study explains the interaction of context, communicative intention, pragmalinguistic resources and sociopragmatic variables. A six-stage pragmadidactic model is proposed for prospective English language teachers: Context Recognition, Implicature Inference, Indirect Speech-Act Interpretation, Pragmatic Choice, Communicative Production and Reflection. The model combines authentic situations, comparative discourse analysis, metapragmatic explanation, role-play and reflective tasks in order to develop both receptive pragmatic interpretation and context-sensitive language production. Furthermore, the study addresses the causes of pragmatic failures, the interpretation of indirect expressions in intercultural communication and the selection of contextually appropriate communicative strategies. The proposed approach supports learners in identifying implied meanings, understanding speakers' intentions, observing communicative conventions and developing communicative flexibility.