DEVELOPING PRAGMATIC COMPETENCE OF UZBEK ESL LEARNERS THROUGH POSTMETHOD PEDAGOGY
Abstract
This study investigates the effectiveness of a postmethod pedagogical approach in developing the pragmatic competence of Uzbek learners of English as a second language (ESL). The findings demonstrate the positive impact of the postmethod approach on enhancing the learners' pragmatic competence, providing valuable insights for ESL teaching and learning in the Uzbek context.
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