Comparative Study on Chinese EFL Learner’s Complaint Speech Acts

Abstract

Pragmatic competence plays a crucial role in facilitating effective and contextually appropriate communication in real-world interactions. However, existing research has primarily centered on English-major undergraduates or comparative studies with native speakers, leaving other learner groups under-examined. To address this gap, this study investigates complaint speech acts across three distinct groups: Non-English-major undergraduates, English-major undergraduates, and English-major postgraduates. The findings demonstrate that proficiency level significantly influences both the strategic formulation and linguistic realization of complaints. Higher-proficiency learners exhibit greater diplomatic nuance and situational adaptability in their expressions, whereas lower-proficiency learners rely on more direct strategies. These results underscore the importance of proficiency-tailored pedagogical interventions in pragmatic instruction. By aligning teaching methods with learners’ developmental stages, educators can more effectively enhance communicative competence in EFL contexts.