Linguistic and Pragmatic Proficiency of Students Learning English as A Second Language

This study evaluated students' linguistic and pragmatic proficiency at a public institution. It sought to investigate the relationship between respondents' linguistic and pragmatic proficiency and ascertain whether there are notable variations in the language competence of the respondents when categorized based on their profiles.
The descriptive-correlational design was used to determine the students’ level of linguistic and pragmatic proficiency. Inferential statistics such as F-test, was used to determine the differences in the respondents' linguistic and pragmatic proficiency. Pearson’s product-moment correlation was used to examine the relationship between respondents’ linguistic and pragmatic competence.
Results of the study revealed that the respondents displayed significant differences in their linguistic and pragmatic proficiency when grouped according to the number of years in school, track, and strand. Generally, the respondents’ linguistic and pragmatic competence level is approaching proficiency, which requires more classroom activities to improve their language competence to communicate meaningfully and successfully in appropriate social contexts. With this, strategic instructional materials to improve language efficacy were crafted.

Linguistic competence, pragmatic competence, instructional materials

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