Speaker
Description
In the context of increasing attention to assessing communicative competence and real-world language use, this study explores the role of pragmatic force in AI-mediated translating and interpreting (T&I) training and assessment in ESL/EFL contexts, with particular relevance to language education in Vietnam. While recent advances in Artificial Intelligence (AI) have improved the accuracy and efficiency of T&I, they remain limited in capturing essential aspects of communication such as speaker/writer intention, implicature, stance, and interactional meaning. This paper therefore reconceptualises T&I assessment beyond linguistic accuracy by positioning pragmatic force as a central component of meaningful communication in technology-supported environments. Drawing on current literature and classroom-informed practices, the study examines how human–machine collaboration is reshaping T&I into human-in-the-loop models, where translators and interpreters actively monitor, adjust, and intervene to ensure pragmatic appropriateness. It also proposes practical pedagogical strategies for ESL/EFL educators, including the use of authentic, simulation-based tasks and AI-supported activities that reflect real-life communicative demands. The findings emphasise that communicative competence in T&I involves not only accurate language transfer but also the ability to interpret and convey meaning appropriately in context, especially in AI-mediated settings. The study suggests that T&I education in ESL/EFL classrooms should prioritise pragmatic awareness, critical use of AI tools, and flexible decision-making skills. In conclusion, placing pragmatic force at the heart of training and assessment can better equip students to communicate effectively and confidently in today’s increasingly technology-rich professional environments.
Keywords: Pragmatic Force; Communicative Competence; AI-Mediated Tools; ESL/EFL; Translator/Interpreter Training
