Pragmatic Variation in Libyan Academic Discourse in English as a Foreign Language: A Descriptive Study Based on a Linguistic Corpus of Contextual Meaning

Abstract

This descriptive corpus-based study investigates how pragmatic variation appears in academic English used by Libyan English as a Foreign Language (EFL) learners. Focusing on contextual meaning, the research examines patterns of language use that convey social and communicative functions beyond grammatical accuracy. By analysing a compiled corpus of student writing and spoken academic interactions, this study identifies frequent pragmatic features such as hedging, metadiscourse marking, and speech act variation. The findings demonstrate that Libyan EFL writers often adopt pragmatic patterns that diverge from native academic norms, reflecting influences of first language sociopragmatic frameworks and educational context. These results highlight the need for pedagogical emphasis on pragmatic competence in EFL instruction in Libya, particularly in academic settings where contextual meaning conveys disciplinary and interpersonal meaning. The research contributes to a better understanding of how context shapes meaning in EFL academic discourse and supports curriculum development geared towards communicative competence.