Abstract:

In the context of 21st-century skills, communication is regarded as a crucial learning skill, and intercultural competence as a key life skill. In this context, foreign language competence is increasingly understood not only as formal linguistic accuracy—such as orthographic and morphosyntactic correctness—but also as the genuine ability to engage in conversation, collaborate, and build relationships in a second - or foreign - language environment. The ability to function effectively in real-world settings necessitates the development of pragmatic competence, which enables language users to interpret meaning, manage social norms, and communicate appropriately across cultural contexts.

Recognizing this importance, the present study focuses on pragmatic competence in second/foreign language learning and examines its relationship to formal linguistic competence. Specifically, we investigate the correlation between formal morphosyntactic competence and pragmatic competence in order to understand how these components of language proficiency interact and develop over time.

This longitudinal study, conducted from September 2022 to August 2025, employs a mixed-methods design. Quantitative data were collected through grammar tests targeting both focus-on-form and focus-on-forms approaches, while qualitative data were obtained through the analysis of student-produced texts. The research sample consists of full-time students enrolled in an accredited undergraduate degree program in Japanese Language and Culture. Data were collected continuously to trace developmental changes and to examine correlations between the operationalized variables. The findings aim to contribute to a deeper understanding of how formal and pragmatic competences co-evolve in learners of a foreign language within the broader demands of 21st-century communication and intercultural engagement.

Keywords:

Pragmatic competence, Formal linguistic competence, Foreign language learning.