METHODOLOGY FOR IMPROVING PRAGMATIC COMPETENCE IN TRAINING FUTURE ENGLISH TEACHERS

The present article aims to explore how pragmatic competence is developed and its role in shaping the communicative skills of future English teachers, drawing on a wide range of studies and scholars in the sphere. The article highlights innovative pedagogical technologies and methodologies for improving pragmatic competence in training future English teachers. Pragmatic competence, a key component of communicative competence, involves the ability to use language appropriately in diverse social contexts, making it a crucial skill for educators tasked with modelling effective communication. The study emphasizes the significance of pragmatic knowledge in understanding and interpreting linguistic nuances, such as speech acts, politeness strategies, and conversational implicature. Drawing on theoretical frameworks from Canale and Swain, Bardovi-Harlig, Levinson, Ishihara and Taguchi, this research examines practical strategies for integrating pragmatic instruction into teacher education programs. Utilizing an action research methodology, the study evaluates curricula, instructional materials, and classroom practices, specifically focusing on the "Reading and Writing Practice" module implemented in higher education institutions across Uzbekistan. The findings highlight the effectiveness of authentic materials, task-based language teaching (TBLT), and explicit instruction in fostering pragmatic competence. The research also identifies challenges such as insufficient integration of sociocultural norms and limited teacher training in pragmatic pedagogy. Recommendations include enhancing curriculum design, adopting interactive teaching methodologies, and incorporating real-life communication scenarios. This research underscores the pivotal role of pragmatic competence in shaping educators capable of fostering nuanced language use and preparing learners for effective intercultural communication.