Intercultural Pragmatics and Language Pedagogy: Speech Act Strategies among Iranian Male and Female EFL Learners

Speech acts are essential for effective communication, yet research has largely focused on cross-cultural variation, with limited attention to how non-native English speakers use them in multilingual, intercultural contexts. This study investigates the speech acts of suggestion, promise, and persuasion in English by analyzing the tactics utilized by a cohort of Iranian non-native speakers at Near East University in Cyprus. It specifically examines the production and perception of these behaviors, highlighting the potential impact of gender on communication methods. The study also aims to contribute to pedagogical understanding of pragmatic competence in English language education by examining how culturally shaped speech act strategies may influence communication in a multilingual learning environment. A cohort of Iranians completed a questionnaire and engaged in a structured follow-up interview. Responses were examined according to three categories for each speech act and were additionally classified based on the respondents’ gender, employing a coding scheme specifically designed for speech act analysis. The findings indicate that Iranian non-native speakers of English employ directive methods rather than indirect ones. Male participants had a greater propensity to employ directive methods during interactions with females, signifying a gender-based disparity in the execution of speech acts. This study elucidates distinctive patterns in speech acts and enhances comprehension of their production and perception in cross-cultural contexts, thereby augmenting knowledge in pragmatics and establishing a foundation for further research on culturally influenced communication strategies. These results highlight the pedagogical need to develop learners’ awareness of gender-sensitive and culturally appropriate communication strategies in English.