Developing Pragmatic Competence in Second Language Acquisition Through Nonverbal Communication in English and Yoruba Intercultural Contexts

Pragmatic competence, the ability to use language appropriately within specific socio-cultural contexts, is a critical yet often neglected component of Second Language Acquisition (SLA). While linguistic accuracy is prioritized, the nonverbal channels of communication—proxemics, kinesics, oculesics, and haptics—are fundamental to conveying and interpreting meaning, especially in intercultural interactions. This paper argues that effective SLA must integrate the explicit teaching of culturally-specific nonverbal cues to foster true pragmatic competence and avoid pragmatic failure. Utilizing a qualitative case study methodology, this research conducts a comparative analysis of nonverbal communication norms in English (representing a low-context, typically Western culture) and Yoruba (representing a high-context, Nigerian culture) communicative contexts. Data was gathered through semi-structured interviews with 15 participants from each culture and systematic observation of naturalistic interactions. The findings reveal profound differences in the use of eye contact, personal space, touch, and gestures, which can lead to significant misinterpretations. For instance, perceived deference in Yoruba eye contact can be misconstrued as dishonesty in English contexts, while standard English proxemics can be interpreted as coldness or aloofness by Yoruba interlocutors. The study concludes that nonverbal communication is not a peripheral but a central pillar of pragmatic competence. It recommends a paradigm shift in SLA pedagogy towards a more integrated approach that explicitly incorporates metacultural discussions, ethnographic tasks, and scaffolded practice of nonverbal behaviors to prepare learners for successful intercultural communication.