Abstract
This study focuses on the Interlanguage Pragmatic (ILP) competence levels of Grade 11-TVL Caregiving students and the factors influencing these levels. Additionally, it aimed to develop an ILP Reinforcement Model to enhance the ILP Competence of the said students. The study employed a mixed-method research design and utilized an Oral Discourse Completion Task (ODCT) to assess the ILP Competence of the participants. The findings revealed that the students excelled in Expressive speech acts, achieving an overall ILP competence rating of 5, indicating “Excellence.” In Directives, Commissives, and Assertives, they received an overall rating of 4, signifying a "Good" level of competence. Various teaching methods were employed to aid in assessing their ILP competence, with the combination of the Grammar Translation Method (GTM) and the Explicit Scaffolding Technique (SCT) emerging as the most effective instructional and assessment method. Furthermore, an ILP Reinforcement Model was developed to address identified gaps in the study. This model comprises five stages: Pragmalinguistic Input, Instructional Methods, Pragmatic Filter, Learner's Developing System, and Pragmalinguistic Output. Its primary goal is to establish a connection between pragmalinguistic input and practical application in real-world scenarios for Grade 11 TVL-Caregiving students, with a focus on speech acts of Directives, Commissives, and Assertives. A noteworthy finding from the study underscores the importance of a balanced approach to teaching ILP, which fosters a comprehensive and immersive learning environment for the students. This holistic approach involves not only addressing the technical aspects of ILP but also integrating sociocultural and pragmatic dimensions to provide a more effective and contextually relevant ILP education.
