Sense and Reference Meaning Barriers in Pragmatics among Arabic Native Students

Abstract

The study investigated some barriers in pragmatics to prevent EFL students from conveying sense and reference meaning. It was carried out in 2024 and was used to collect primary data through a questionnaire filled out by 50 university students in the English department. The results showed the most important differences Cause pragmatics barriers are contextual factors, as stated by (94%) of participants. Then cultural differences were stated by (80%) of them, and (34%) of participants said that differences come from culture more than linguistics. The most common challenges that can reduce ambiguities undermining intended sense and reference meaning are clarifying assumptions upfront, intended sense and reference meaning mentioned by (78%) of participants. Then (68%) stated that intended and reference meaning could be conveyed through non-linguistic cues. (64%) of participants confirmed that English communication assumptions sometimes undermine sense and reference meaning. (76%) of participants claimed that philosophers and linguists (pragmaticians) aim to be scientific. They can distinguish sense and reference meaning concepts throughout research and case studies across communities. Based on ''analysis of pragmatics across diverse languages and context, 66%) of them mentioned that future pragmatics research should incorporate non-English languages. The study ended with some recommendations: Treat FEL students' difficulties in morphemic analysis and vocabulary and focus on some strategies. e.g., translation and interlanguages are facilitators of cultural and contextual meaning.