PROF. DR. SEVGİ ŞAHİN2025-09-232025-09-23https://dspace.academy.edu.ly/handle/123456789/1776In sum, as the findings of the study suggest, pre-service EFL teachers displayed a low level of awareness and understanding of pragmatic competence as they operate a rather limited knowledge of the pragmatic features in language learning and teaching. Pre-service EFL teachers’ incomplete realization of pragmatic knowledge created the danger of having unqualified teachers who are not aware of the appropriate language use in different contexts (Aziz, Saleem, & Batool, 2020; Terzi, 2014). Therefore, their opinion concerning the necessity of integrating pragmatic features in language teaching and learning should be taken into consideration for better educational syllabi that empower pre-service EFL teachers with language competence, therefore, pragmatic competence in order to become more effective English language teachers in the future. More engaging of pragmatically oriented activities in EFL educational contexts is a fundamental factorA review of related literature revealed that less attention was given to the importance of pragmatic competence in EFL contexts. Therefore, the present study seeks to contribute to the existing literature on pragmatic competence by investigating Turkish pre-service EFL teachers’ conceptualizations and perceptions of pragmatic competence. It also aims to explore their perceptions regarding integrating pragmatic knowledge into language teaching in order to develop students’ pragmatic competence. The present study was designed as a convergent parallel design as one of the mixed method research designs.PRAGMATICS