The significance of communicative competence has been successfully investigated as a main aim of language learning and teaching in the area of second language acquisition since the idea of communicative competence was proposed by Hymes (1971). Hymes (1971) also introduced that learner should learn how to speak correctly not only grammatically, but also by achieving the convenient communicative goals. In addition, language learning includes acquiring pragmatic competence which dictates appropriate ways of conveying communicative intent in various situations. Accordingly, learners must learn not only linguistic rules such as morphology, syntax, phonology, and vocabulary, but they must also learn about sociocultural rules of language use (Anderson, 1990; Olshtain & Cohen, 1983; Wolfson, 1981).
Bardovi-Harlig et al. (1991) described pragmatic competence as the speaker’s realization and usage of rules of appropriateness and politeness which determine the way the speaker will recognize and formulate speech acts. Speech acts are one of key areas of pragmatics. Specific speech acts include apology, complaint, compliment, refusal, request, suggestion etc. Research on pragmatics competence indicated that even higher-level nonnative speakers often lack native-like pragmatic competence in a range of speech acts. In other words, speakers who may be considered fluent in a second language due to their mastery of the grammar and vocabulary of that language may still be unable to produce language that is socially and culturally appropriate.
Fauzia (2016) argued that Yemeni learners face some problems in pragmatics; for example, in greetings learners cannot use appropriate form to address their English lecturer outside of the classroom. Learners use the form "greeting + Mr. (mister)" to address the lecturer. They find difficulties in making abbreviation, i.e., Mister into Sir. Also, when learners meet a new person on a shelter or bus they use a question to start a conversation such as ‘Hi, where will you go?’, ‘How long you’ve been waiting? Where are you going? But, for native speakers, this question is not commonly used. In apologizing, EFL learner’s reaction and response is not much different. For example, when a student came late to class with class time to end in five minutes, the lecturer said: "come in, we just started this class". The student came in without saying a word. Students think that the sentence is not a satire sentence with real intent spoken by the lecturer. The teacher's response conveys that the student is late enough from the start of the class. The student is expected to begin with a statement of apology such as ‘Sorry Sir / Mom, I'm late’. Also, in complimenting and thanking, when someone is complimented in an occasion as a great writer, the student's response is ‘Thank you, do not mention that’ or ‘Oh, thanks. But I think this is not good enough’ Thank you, but I’m still studying". By saying those sentences, he / she (EFL learners) tries to give impression that he/she is not really a good writer.
الكلمات المفتاحية: Pragmatic Competence of Yemeni