Acquiring the pragmatics of English intensifiers: L2 acquisition challenges and pedagogical implications

Abstract This study investigates the role of pragmatics in L2 acquisition, with a focus on the pragmatic functions of English intensifiers like fairly and absolutely , as well as their associated acquisition challenges. It highlights that intensifiers operate not merely as grammatical devices but also as pragmatic markers and communicative tools, whose usage is shaped by contextual, sociocultural, and identity-related factors. However, L2 learners frequently struggle with issues such as overgeneralization, L1 transfer, and inadequate exposure to authentic input, resulting in pragmatic inaccuracies or unnatural language production. To mitigate these challenges, the study advocates for integrated pedagogical strategies combining explicit and implicit instruction. This includes cultivating pragmatic awareness, incorporating authentic materials, and implementing contextualized output tasks, e.g., role-plays, discourse completion activities. The findings emphasize pragmatic-focused instruction in fostering learners’ ability to employ intensifiers effectively in cross-cultural communication, while also proposing avenues for future research in L2 pragmatic acquisition and pedagogy.