INTERCULTURAL MISCOMMUNICATION IN ENGLISH AS A FOREIGN LANGUAGE CONTEXTS

Abstract

Intercultural miscommunication has emerged as a critical issue in English as a Foreign Language (EFL) contexts, where learners and instructors navigate linguistic interaction across divergent cultural frameworks. This study examines the primary causes, manifestations, and pedagogical implications of intercultural miscommunication in EFL classrooms. Drawing on sociolinguistic and pragmatic theories, the research identifies cultural norms, discourse conventions, and pragmatic transfer as major sources of misunderstanding. Through qualitative analysis of classroom discourse and illustrative examples, the study demonstrates how linguistic competence alone is insufficient for effective communication. The findings emphasize the necessity of integrating intercultural communicative competence into EFL instruction to foster mutual understanding, pragmatic appropriateness, and communicative effectiveness in globalized educational environments.