A Scoping Review of Current Research on Integrating Pragmatic Competence into Task-Based Language Teaching in Chinese Primary EFL Classrooms

Abstract

Pragmatic competence is an important part of communicative competence, but it is still not fully developed in many primary EFL classrooms. This review aims to identify major research themes, trends, and methodological characteristics, and to highlight gaps for future research and pedagogical practice in integrating pragmatic competence into TBLT in Chinese primary EFL education. Following Arksey and O’Malley’s framework and PRISMA-ScR reporting logic, the study searched Web of Science, Scopus, and CNKI. A total of 371 records were identified. After screening by title, keywords, abstracts, and full texts, 28 studies were included in the final synthesis. The findings show that TBLT has supported pragmatic development through communicative tasks, role-play tasks, collaborative tasks, and meaningful classroom activities. However, most existing studies focus on older learners, while research on Chinese primary EFL classrooms remains limited. The review suggests that task-based pragmatic instruction may support pupils’ speaking skills by connecting language forms, communicative purposes, and social situations.