Tiêu đề example of FINAL ASSESSMENT - TR VT A.docx ✅

3 I. INTRODUCTION In the field of language education, the ultimate goal is not merely the acquisition of grammatical structures or lexical items, but the development of learners’ ability to communicate appropriately and effectively across diverse social and cultural contexts. Language becomes meaningful when it is used in real interactions—when it conveys not only content but also intention, emotion, politeness, and social alignment. Therefore, the integration of pragmatics into language teaching should not be regarded as an optional addition. Instead, it represents a necessary dimension of language instruction that contributes significantly to the development of learners’ communicative competence. According to O’Keeffe, Clancy, and Adolphs (2020), pragmatics is foundational to learners’ capacity to interpret meaning in context, manage spoken and written interaction, and respond in ways that are both linguistically and socially appropriate. Their corpus-based approach to pragmatics reveals how pragmatic meaning emerges from authentic use, and how learners benefit from being exposed to such usage through structured input and guided tasks. Similarly, Nguyễn Thị Thúy Minh and Lê Văn Cảnh (2019) assert that teaching pragmatics should be a deliberate and systematic process in EFL classrooms. They advocate for instructional practices that raise learners’ awareness of contextual appropriateness, while providing opportunities for meaningful practice and reflection. This assigment will explores the extent to which pragmatic input is embedded in the Grade 11 English textbook Global Success (Vietnam Education Publishing House), a core material in Vietnamese upper-secondary EFL classrooms. Through the lens of applied pragmatics, the study examines (1) how pragmatic features such as speech acts, politeness strategies, and discourse markers are presented in the textbook, and (2) how learning tasks are designed to foster learners’ pragmatic competence. The analysis argues for a more explicit and systematic integration of pragmatics in curriculum design, particularly in the Vietnamese EFL context, where sociolinguistic appropriateness and intercultural understanding are crucial for communicative success.