Integrating Speech Acts Theory into Translator Education: Developing Pragmatic Competence

Manuel Macías Borrego

doi:10.18172/jes.6770

Authors

Manuel Macías Borrego Universidad Rey Juan Carlos https://orcid.org/0000-0002-5376-8860

DOI:

https://doi.org/10.18172/jes.6770

Keywords:

Pragmatics, pragmatic competence, speech acts, translation, PBL

Abstract

This study aims to evaluate the benefits of integrating the Speech Act Theory (SAT) in an English L2 course training within Translation and Interpretation studies, to investigate how it allows and scaffolds the development of pragmatic competence while also fostering professional skills and intercultural awareness. The research uses a mixed-methods approach, with 35 translation students enrolled in an English L2 course. Students translated a selection of public service announcements (PSAs) covering health, safety, and social awareness campaigns which were chosen to include a variety of speech acts. The results highlight improvements in students' ability to identify speech acts, preserve perlocutionary effects, and adapt translations to cultural contexts, with 85% of students showing enhanced practical skills and pragmatic refinement. However, challenges remain, particularly in distinguishing illocutionary and perlocutionary effects and adapting translations to culturally distinct audiences, suggesting a need for further development in curriculum and feedback strategies.

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