Pragmatics and Vocabulary Acquisition: A Systematic Framework for the Development and Enrichment of EFL Students’ Linguistic Competence

Abstract

This study explores the relationship between pragmatics and vocabulary acquisition in the context of learning English as a second or foreign language, with a particular focus on how social and contextual aspects of language use enhance learners’ ability to acquire and apply vocabulary effectively. It employs a qualitative discourse analysis of a televised conversation between a young magician and the judges on Britain’s Got Talent. The study employs a content analysis methodology to analyze the discourse linguistically. The study illustrates how pragmatic features contribute to lexical development. The findings reveal that vocabulary learning extends beyond rote memorization and requires an understanding of how words function within real-world communicative contexts. Key pragmatic elements—such as speech acts, politeness strategies, and contextual framing—were found to enrich students’ lexical competence. The study concludes by proposing pedagogical strategies for integrating pragmatic awareness into vocabulary instruction, ultimately supporting learners’ communicative proficiency and meaningful language use. Future research could investigate how the integration of pragmatic vocabulary influences learners across different age groups, proficiency levels, and instructional settings.