PRAGMATIC COMPETENCE AND CODE-SWITCHING PATTERNS AMONG UNDERGRADUATE STUDENTS IN UYO, NIGERIA

Pragmatic incompetence and excessive code-switching among undergraduates in multilingual settings pose challenges to effective communication and language mastery in Nigerian higher institutions. This study examined the relationship between pragmatic competence and code switching patterns among undergraduate students in Uyo, Nigeria. The major problem addressed is the limited empirical understanding of how code-switching influences students’ ability to use language appropriately across social contexts. The aim was to assess the extent of code-switching and its effect on pragmatic competence. A descriptive survey design was adopted, involving 120 students selected through stratified random sampling. Data were collected using a validated Pragmatic Competence Test (PCT) and Code-Switching Frequency Scale (CSFS). Reliability coefficients of 0.82 and 0.79 were obtained using Cronbach’s alpha. Data were analyzed using Pearson correlation and independent t-test at α = 0.05. Findings revealed a high prevalence of code-switching (mean = 3.87 ± 0.64), with a significant negative relationship between code switching frequency and pragmatic competence (r = -0.59, p < 0.01). A significant difference was also observed between high and low code-switching groups (t = -2.941, p = 0.004). The study recommends integrating pragmatic instruction into language curricula and promoting context appropriate language use in academic environments. It concludes that excessive code-switching adversely affects pragmatic competence, highlighting the need for pedagogical interventions in multilingual educational settings.