An examination of bilingual pragmatic competence among Nigerian primary school learners
- Project Research
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Background of the Study
Pragmatic competence—the ability to use language appropriately in social contexts—is a critical component of effective bilingual communication. In Nigerian primary schools, where students are exposed to both indigenous languages and English, the development of pragmatic skills is essential for successful classroom interaction and social integration (Adebayo, 2023). Pragmatic competence involves understanding context, using politeness strategies, and interpreting non-verbal cues. In bilingual environments, learners must navigate different cultural norms and language registers, which can be challenging without sufficient practice. Classroom activities, peer interactions, and teacher guidance all contribute to the development of these skills. However, inconsistencies in instructional methods and limited opportunities for authentic language use may hinder the growth of pragmatic competence. This study examines the level of pragmatic competence among Nigerian primary school learners, exploring the factors that facilitate or obstruct effective bilingual communication (Okechukwu, 2024; Ifeoma, 2024).
Statement of the Problem
Many Nigerian primary school learners struggle with bilingual pragmatic competence due to inconsistent exposure to context-appropriate language use. Inadequate teacher training and limited practical opportunities contribute to difficulties in understanding social cues and managing classroom interactions (Adebayo, 2023). This deficiency negatively impacts academic performance and peer communication. The lack of structured interventions to develop pragmatic skills further exacerbates the problem, resulting in fragmented communication abilities among students. This study seeks to identify the underlying factors that hinder pragmatic competence and propose strategies to improve bilingual communicative effectiveness (Okechukwu, 2024).
Objectives of the Study:
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To assess the level of bilingual pragmatic competence among primary learners.
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To identify factors influencing the development of pragmatic skills.
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To recommend strategies to enhance pragmatic competence in classrooms.
Research Questions:
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How proficient are primary school learners in using language pragmatically?
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What challenges affect the development of pragmatic competence?
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What interventions can improve pragmatic communication?
Significance of the Study
This study is significant as it explores bilingual pragmatic competence in Nigerian primary schools, providing insights that can enhance language instruction and social communication skills. The findings will help educators develop targeted strategies to improve pragmatic abilities, thereby supporting overall academic and social success (Adebayo, 2023; Ifeoma, 2024).
Scope and Limitations of the Study:
The study is limited to primary school settings and does not address higher educational levels.
Definitions of Terms:
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Pragmatic Competence: The ability to use language appropriately in social contexts.
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Bilingual Education: Instruction that incorporates two languages.
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Primary School Learners: Young students in early education.
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