<![CDATA[Pragmatic competence is a crucial aspect of English as a Foreign Language learning; yet, many learners still struggle to understand implied meanings, indirect requests, and conversational implicatures, even when their grammatical knowledge is adequate. This article discusses the role of tacit knowledge in pragmatic processing from a psycholinguistic perspective. The discussion is based on theoretical analysis and review of relevant literature on tacit knowledge, implicit language processing, and interlanguage pragmatics. The analysis suggests that pragmatic comprehension often relies on experience-based and intuitive knowledge rather than explicit rule application. Repeated exposure to authentic communication and social interaction helps learners internalize pragmatic patterns, which later support more automatic language processing. This perspective indicates that pragmatic competence develops not only through explicit instruction but also through implicit cognitive processes shaped by communication experience. Therefore, English language teaching should provide more contextual interaction, authentic discourse exposure, and reflective learning activities to support the development of tacit pragmatic knowledge.]]>
Copyrights © 2026
