Methodological model of developing pragmatic competence of non-philological students

Abstract

Pragmatic competence, as a central dimension of communicative competence, has become indispensable in foreign language education. This is particularly critical for non-philological students—future professionals in medicine, engineering, economics, and information technology—who are required to communicate effectively in diverse sociocultural and professional contexts. Despite the acknowledged importance of pragmatics, curricula for non-philological learners often prioritize grammatical and lexical accuracy over pragmatic appropriateness. This paper proposes an expanded methodological model for developing pragmatic competence, integrating explicit teaching, task-based learning, and technology-enhanced practices. In addition to outlining theoretical foundations, this study suggests practical methods such as role-plays, case studies, discourse completion tasks, reflective journals, podcasts, digital simulations, and intercultural projects. The model comprises diagnostic, instructional, practice, and assessment stages, each supported by pedagogical methods suited to professional education. Literature review highlights contributions from international scholars such as Hymes, Widdowson, Kasper & Rose, Taguchi, Ishihara & Cohen, as well as Uzbek researchers, emphasizing both global theoretical frameworks and regional adaptation needs. The proposed model contributes novelty by contextualizing pragmatic pedagogy for non-philological students in higher education, providing both theoretical value and practical applicability across disciplines. Expected outcomes include enhanced intercultural awareness, professional communication readiness, and increased learner motivation.