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However, pragmatic awareness differences between proficiency levels were not significant, suggesting high L2 proficiency does not guarantee stronger pragmatic competence.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-egyptian-esl-learners-grammatical-and-pragmatic-awareness/591619/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-egyptian-esl-learners-grammatical-and-pragmatic-awareness/591619.png","ImageObject",300,407,{"name":42,"@type":43},"supergirl","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the core purpose of the study?","Question",{"text":63,"@type":64},"To compare Egyptian ESL learners’ pragmatic awareness with their grammatical awareness and assess whether ESL instruction should emphasize pragmatic development.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the learners’ awareness levels measured?",{"text":68,"@type":64},"Data were collected from 67 Egyptian ESL learners at two proficiency levels using a judgment task questionnaire adapted from earlier work.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about grammatical vs. pragmatic awareness?",{"text":72,"@type":64},"Within each proficiency group, grammatical and pragmatic awareness did not differ significantly; between groups, high-proficiency learners showed higher grammatical awareness, while pragmatic awareness differences were not significant.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591619,1792231308,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Examining Egyptian ESL Learners’Grammatical and Pragmatic Awareness  \nArab Journal of Applied Linguistics e-ISSN 2490-4198  \nVol. 3, No. 1, March 2018, 78-104 © The Author  \n[http://www.arjals.com](http://www.arjals.com)  \nNourhan Sorour  \nAlexandria University, Egypt  \nAbstract  \nProficiency in second language (L2) has traditionally been linked to grammatical competence. However, as opposed to common misconceptions about language learning, to be proficient in a second language does not only entail the ability to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. The purpose of this study is to compare the pragmatic awareness of Egyptian students in an English-medium university to their grammatical awareness in an attempt to determine whether there is, in fact, a need for ESL instruction there to focus more on developing ESL learners’ pragmatic awareness. Data were collected from 67 Egyptian ESL learners at two different proficiency levels by means of a judgment task questionnaire adapted from Bardovi-Harlig and Dörnyei’s 1998 study. In-group comparisons revealed no significant differences between the grammatical awareness and the pragmatic awareness of the members within each proficiency group. The results of the crossgroup comparisons indicated, however, that the high-proficiency group displayed a significantly higher level of grammatical awareness than the low-proficiency group. On the other hand, analysis of the difference in the pragmatic awareness between the high- and low-proficiency groups did not yield any significant results. This indicated that possessing a high proficiency level in an L2 does not necessarily entail a higher level of pragmatic awareness and that more focus should be placed on developing L2 learners’ pragmatic ability.  \nKeywords: Interlanguage pragmatics, pragmatic awareness, grammatical awareness,  \ncommunicative competence.  \nIntroduction  \nThe ability to produce grammatically accurate sentences in a second language (L2) has been traditionally considered to be the primary and sometimes even the sole indicator of L2 proficiency. Contrary to popular belief, however, being proficient in a second language does not only mean that one is able to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. According to Bardovi-Harlig and Hartford (1991), the development of grammatical competence in L2 usually takes places without placing enough emphasis on the development of the necessary pragmatic competence. This deficiency in pragmatic competence is one of the main causes of the discrepancy which usually exists between L2 learners’ grammatical knowledge and their pragmatic knowledge.  \nThe proposed study aims at comparing the extent to which Egyptian learners of English recognize grammatical violations versus pragmatic infelicities. By comparing the learners’ awareness of grammatical errors to their pragmatic awareness, the researcher seeks to explore the discrepancy between the learners’ grammatical and pragmatic awareness in an attempt to determine whether or not there is a need for ESL instruction in the academic context of an English-medium university in Egypt to focus more on developing ESL learners’pragmatic awareness.  \nModels of linguistic competence encompass grammatical competence as well as communicative competence (Finch, 2003) . In turn, all major models of  \ncommunicative competence include pragmatics as a key component (Röver, 2011) . In a recent model developed by Bachman and Palmer (2010), the construct of language knowledge was presented as comprising what they referred to as organizational knowledge and pragmatic knowledge. Under organizational knowledge Bachman and Palmer listed grammatical knowledge, which includes knowledge of lexis, syntax, and phonology/graphology. Pragmatic knowledge, on the other hand, was presented as a separate area of language knowledge dealing primari","cbCainf31E9OvQlm","https://ap.wps.com/l/cbCainf31E9OvQlm","pdf",1221447,27,"English","# Abstract\n# Introduction\n## Research Rationale\n## Study Aims and Focus\n## Theoretical Background\n## Interlanguage Pragmatics Research Approaches","[{\"question\":\"What is the core purpose of the study?\",\"answer\":\"To compare Egyptian ESL learners’ pragmatic awareness with their grammatical awareness and assess whether ESL instruction should emphasize pragmatic development.\"},{\"question\":\"How were the learners’ awareness levels measured?\",\"answer\":\"Data were collected from 67 Egyptian ESL learners at two proficiency levels using a judgment task questionnaire adapted from earlier work.\"},{\"question\":\"What did the results show about grammatical vs. pragmatic awareness?\",\"answer\":\"Within each proficiency group, grammatical and pragmatic awareness did not differ significantly; between groups, high-proficiency learners showed higher grammatical awareness, while pragmatic awareness differences were not significant.\"}]","Examining Egyptian ESL Learners’ Grammatical and Pragmatic Awareness | PDF",1792072846,68]