INTEGRATION OF LINGUISTIC, SOCIOLINGUISTIC, AND PRAGMATIC COMPETENCES IN ENGLISH LANGUAGE LESSONS

Abstract

This article examines how linguistic, sociolinguistic, and pragmatic competences can be integrated into classroom practice to develop learners’ communicative competence in English. Building on foundational frameworks of communicative competence and contemporary proficiency descriptors, it argues that accurate form, social appropriateness, and goal-oriented language use are mutually constitutive dimensions that must be taught together rather than sequentially. The study employs a conceptual–analytical method supplemented by design-based lesson scenarios to demonstrate how grammar instruction can be embedded in interactional contexts, how sociocultural norms can be made explicit through critical incidents, and how pragmatic routines can be rehearsed via task-based simulations and assessment rubrics. Findings from the literature and classroom implementations reported by prior research suggest that integrated tasks yield measurable gains in fluency, accuracy, appropriateness, and strategic use of language. Implications include aligning objectives with CEFR descriptors, calibrating assessment to performance-based criteria, and ensuring teacher mediation that foregrounds reflection on form–meaning–use connections.