Abstract
This research explores the role of pragmatic competence in English language learning and its correlation with reading and writing skills among Grade 12 students. The study investigates the level of pragmatic competence in terms of speech acts, conversational implicatures, pragmatic routines, and intercultural sensitivity. Additionally, it assesses the performance of students in Reading and Writing Skills and explores the relationship between pragmatic competence and reading and writing abilities. A quantitative research design was employed, utilizing a correlational method of analysis. The study involved 98 Grade 12 students from Divine Word College of Calapan, selected through systematic random sampling. Standardized questionnaires and assessment tools were used to measure pragmatic competence and reading and writing performance. The findings indicate that speech acts were categorized as proficient, while conversational implicatures and pragmatic routines were deemed competent. Intercultural sensitivity was found to be at an acceptance level. Reading and writing skills were rated as very satisfactory. A significant relationship was observed between pragmatic competence (except conversational implicatures) and reading and writing skills, though the correlation was low. Based on these findings, a proposed program, called Project P2P, is suggested to enhance the integrated skills approach, incorporating pragmatic competence, reading and writing skills, and other English-related disciplines.
Keywords: Pragmatic competence, reading and writing skills, grade 12 students, correlation, language learning, integrated skills approach