Linguistic landscape and pragmatic competence development: Towards an integrative pedagogical model

Manuel Macías Borrego

doi:10.30827/portalin.viXII.33268

Authors

Manuel Macías Borrego Rey Juan Carlos University

DOI:

https://doi.org/10.30827/portalin.viXII.33268

Keywords:

EFL, Language teaching, Linguistic landscape, Pragmatics, Pragmatic competence

Abstract

This article explores the concept of the linguistic landscape, referring to written language in public spaces, and its role in enhancing pragmatic competence in English as a Foreign Language (EFL). It presents a teaching method that incorporates instructional signage within the linguistic landscape to help students grasp the pragmatic aspects of politeness. The approach was applied in a B2 Translation Studies course, where students analyzed and revised signs to reflect different pragmatic goals. Results were assessed using Mao et al. (2021) Integrated Model of Pragmatic Competence (IMPC). The study emphasized that politeness and impoliteness extend beyond vocabulary and grammar, encouraging learners to critically engage with these concepts. The findings highlight the value of integrating real-world linguistic elements into language education for a deeper understanding of pragmatic contexts.

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Author Biography

Manuel Macías Borrego, Rey Juan Carlos University

University professor in English Philology at Rey Juan Carlos University (URJC), specializing in Applied Linguistics, particularly Pragmatics and Error Analysis in second and foreign language acquisition. He holds a Ph.D. in English Philology from Complutense University of Madrid, with honors, and a Master's in Digital and Contemporary Humanities. He has authored several monographs and scientific articles published in prestigious journals, focusing on language learning and applied linguistics.

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