International Journal Of Language, Literature And Culture(IJLLC)

The study investigates the relationship between cultural literacy and pragmatic competence among high school students learning English as a second language (ESL). With globalization increasing the need for effective cross-cultural communication, the ability to navigate language use in diverse social contexts is crucial. The research employed a mixed-methods approach, utilizing both quantitative and qualitative data collection to explore how cultural knowledge influences students’ ability to interpret and use language appropriately. Quantitative analysis, including Pearson’s correlation and regression, revealed a significant positive relationship between cultural literacy and pragmatic competence (r = 0.62, p < 0.05), demonstrating that students with higher cultural literacy are better able to navigate pragmatic functions such as politeness, requests and indirect communication. Qualitative thematic analysis further identified key themes such as cultural awareness, metacognitive reflection and context-dependent language use, supporting the quantitative findings. The study concludes that integrating cultural literacy into language education is essential for fostering pragmatic competence and effective communication across cultural boundaries. Educational implications suggest incorporating culturally authentic materials, promoting reflective practices and creating opportunities for real-life cross-cultural interactions in language instruction. These strategies can prepare students to communicate more effectively in a multicultural world, enhancing both their linguistic and cultural competencies.