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INTERCULTURAL PRAGMATICS AND ITS IMPACT ON STUDENTS’ READING COMPREHENSION
The purpose of this study was to find out a connection between intercultural pragmatics and students’ reading comprehension. The topic was selected to investigate the loopholes in our traditional way of teaching English as a second language (ESL), which does not take into account the importance of culture in language teaching. The researcher used the experimental design in order to conduct the current study. The researcher selected 50 students of 8th grade employing random sampling technique in a local school in Peshawar and divided them into two equal groups. Both the groups were treated differently in the experimental study, i.e., the control group was taught a culturally neutral text and the experimental group was given exposure to culturally rich text (Pashtun & English Cultures). Pre- and Post-tests were conducted at the start and the end of the experimental study respectively to check out the improvements made by the students. Since it was quantitative research, the data were statistically analyzed using t-test. The study was helpful in finding out a significant connection between intercultural pragmatics and reading comprehension. The findings of the study showed that incorporation of culture in language learning process improves students’ ability to comprehend a text effectively. The study suggests that inclusion of intercultural pragmatics in language curricula will help students in learning and comprehending the second/foreign language.