Developing Cognitive-Pragmatic Competence Of Future English Teachers Through Scenario-Based Speech Act Instruction

This article examines the role of scenario-based speech act instruction in developing the cognitive-pragmatic competence of future English teachers. Cognitive-pragmatic competence is understood as the ability to interpret communicative intention, evaluate contextual factors, select appropriate language forms, and reflect on the social consequences of utterances. In EFL teacher education, this competence is especially important because future teachers are expected not only to communicate appropriately in English but also to teach learners how meaning changes according to context, relationship, purpose, politeness, and cultural expectations. The article proposes the use of discourse completion tasks, role-play, pragmatic noticing, contextual analysis, and reflective evaluation as effective classroom techniques. It is argued that scenario-based instruction can help future English teachers connect linguistic knowledge with cognitive interpretation and pragmatic decision-making.