Pragmalinguistic competence, as a core dimension of communicative competence, involves the ability to use linguistic resources appropriately to perform speech acts such as requests, refusals, apologies, and compliments. While traditional textbooks focus on grammatical and lexical accuracy, they often neglect authentic contextualized usage, leading to pragmatic failures in intercultural communication. This study investigates the role of authentic materials—real-life texts, audiovisual resources, and digital content—in enhancing learners’ pragmalinguistic competence in foreign language classrooms. Using a quasi-experimental design with university-level English as a Foreign Language (EFL) learners, the study compares the effectiveness of textbook-only instruction with instruction enriched by authentic materials. Data collection methods included classroom observations, pre- and post-tests on pragmatic performance, and learner interviews. Results demonstrate that authentic materials significantly improved learners’ ability to interpret and produce pragmalinguistically appropriate speech acts, particularly in contexts involving politeness and indirectness. The discussion highlights the pedagogical implications of integrating authentic resources to foster intercultural awareness and pragmatic competence. The study concludes that authentic materials are not supplementary but essential for equipping learners with the communicative tools necessary for real-world interactions. Recommendations for practice and further research are provided.

pragmalinguistics, authentic materials, EFL teaching, communicative competence, speech acts

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