Utilization of Translation as a Strategy to Enhance Pragmatic Competence in Second Language Acquisition: A Study on Learners of German as a Foreign Language

This study examines how translation-based instruction can support the development of pragmatic competence in learners of German as a foreign language. Adopting a mixed-methods approach with a quantitative focus, the research involved B1-level university students divided into experimental and control groups. The experimental group received targeted instruction in contextual translation, while the control group continued with conventional lessons that did not include translation activities. Data collection included pragmatic performance tests, learner perception surveys, and semi-structured interviews. The results indicate a clear advantage for learners exposed to translation strategies, as the experimental group achieved significantly higher post-test gains (mean increase = 19.2, p = 0.003) compared to the control group, whose progress was limited and statistically non-significant (p = 0.081). Qualitative insights revealed that translation helped learners engage more deeply with the social and cultural dimensions of language. Participants reported increased awareness of indirect meaning, greater sensitivity to politeness conventions, and improved ability to adjust their language use across different contexts. Overall, the findings suggest that, when thoughtfully applied, translation can be far more than a linguistic exercise. It functions as a reflective and intercultural learning tool, helping students connect linguistic form with social function. As such, translation offers valuable pedagogical potential in preparing language learners for authentic, context-sensitive communication in real-world settings.