PRAGMATIC KNOWLEDGE VERSUS LINGUISTIC PROFICIENCY

Abstract

This study seeks to find out if L2/FL learners’ linguistic proficiency develops
simultaneously with their pragmatic knowledge. It uncovers and analyses the most frequently
used refusal speech act realisation strategies from a group of 90 Tunisian learners of English
and a group of 90 British speakers of English. The findings point to a discrepancy between the
Tunisian learners’ linguistic proficiency and pragmatic knowledge. Their sociolinguistic and
sociocultural knowledge of British cultural norms when performing refusals has not developed
proportionally with their instruction level and knowledge of English grammar.