Abstract:
This thesis aimed to explore the impact of pragmatics in teaching English as L2 with the case study
of International Secondary Schools in Kigali City. The main objective was to explore the extent to
which pragmatics influences teaching and learning English as L2 at international secondary schools.
This research was conducted in two (2) International Secondary Schools (ISSs) which were selected
using simple random sampling. Questionnaires and interviews were used to get the views from 22
informants, and 20 teachers and 2 directors of studies gave their views. The results indicate that
pragmatics may improve the teaching strategies when teachers teach English as L2. Thus, teachers
should be given enough training in English which will help them explore the attitudes of their
students’ vis- à-vis the issue of the English language when they are in classrooms or outside. In this
regard, they would not be the only source of learning. The impact of pragmatics on teaching English
as L2 will be appreciated if the strategies proposed in this thesis to overcome the challenges are
implemented. These strategies include, among others, closely giving enough training to teachers of
English language, allowing students enough time of using English language, well equipped language
laboratories and commitment of teachers, school directors of studies and students. Stakeholders of
the school should also work together with the administrations of ISSs to facilitate the use of
pragmatics for promoting English language as L2 in the ISSs.
