Comprehension of Conversational Implicatures among Yemeni EFL Students

Abstract

This study examines conversational implicature comprehension among 261 Yemeni EFL university students from six institutions (three public, three private), using a multiple-choice test based on Bouton's (1994) framework. Results indicate moderate overall pragmatic competence (53.05%), with significant variation across implicature types. Participants demonstrated higher comprehension of idiosyncratic implicatures (55.83%)—especially relevance-based (72%)—than formulaic types (48.61%). Indirect criticism proved most challenging (31.8%), followed by Minimum Requirement Rule implicatures (40.5%). Age significantly predicted performance: younger learners (20–25 years) outperformed older cohorts across all categories, suggesting critical period effects in pragmatic development. Gender differences were negligible, while institutional variations suggested contextual factors (e.g., pedagogy, resources) influence pragmatic development more than public/private status. Findings reveal that learners effectively leverage contextual cues for logical inferences but struggle with culturally embedded conventions requiring sociocultural knowledge. The study addresses critical research gaps by identifying: (1) formulaic implicatures as persistent challenges requiring explicit instruction, (2) age as a key developmental factor necessitating early pragmatic integration, and (3) institution-specific pedagogical impacts transcending structural distinctions. Results underscore imperatives for Yemeni EFL curricula to enhance focus on formulaic implicatures, integrate systematic cultural awareness training, and implement age-appropriate teaching strategies to address competence gaps exacerbated by limited authentic English exposure in conflict-affected educational contexts.