اللسانيات التطبيقية
Volume 10, Numéro 1, Pages 20-32
2026-06-04
Exploring Efl Learners’ Cognitive Engagement When Enhancing Socio-pragmatic Competence
Auteurs : Bengrait Nawel .
Résumé
Appropriate language use in social contexts necessitates linguistic knowledge as well as cognitive engagement that allows English as a Foreign Language (EFL) students to interpret meaning, infer intentions, and select suitable expressions. However, the correlation between cognitive processes of attention, memory, inference, evaluation, and decision-making, and the improvement of socio-pragmatic competence remains underexplored in EFL classroom. The present research addresses this gap by exploring how students perceive the involvement of cognitive mechanisms in producing context-appropriate language usage. The study employs a quantitative descriptive design using a questionnaire composed of five-item Likert-scale and two open-ended questions, administered to a sample of twenty-two (n=22) EFL Third-year students, at the Department of English, University 8 Mai 1945-Guelma, Algeria. The adopted procedure involves targeting each item with one key cognitive process, and the compiled data were analyzed through mean scores and interpreted qualitatively. The findings reveal that the students perceive a high level of cognitive engagement in socio-pragmatic performances specifically in attention, inference, and decision-making; nonetheless, evaluation emerged as receiving less impact. Learners described these cognitive processes as interlinked, that is, a mental network connecting perception, memory, reasoning, and reflective selection during interaction in language use setting.
Mots clés
Attention ; cognitive processes ; decision making ; evaluation ; inference ; memory ; socio-pragmatic
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