Cover not available

In:L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 3–27

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 1
L2 pragmatics in action

Teachers, learners and the teaching-learning interaction process

 | Universitat Jaume ICastelló, Spain
 | Universidad Complutense de Madrid, Spain
 | Universitat de Barcelona, Spain
Published online: 12 April 2023
DOI logo with link
https://doi.org/10.1075/lllt.58.01mar
Over the last four decades, interlanguage pragmatics studies have paid special attention to instructional pragmatics; that is, to what extent instruction plays a role in developing learners’ second/foreign language (L2) pragmatic ability in instructional settings (Plonsky & Zhuang, 2019). Research has traditionally focused on the teaching-learning process, but there is still a lack of scholarly interest in the two main protagonists: the teachers and the learners. To address this research gap, the present chapter presents an overview of the current picture of L2 pragmatics in instructional contexts by focusing on the teachers (i.e. what they know, believe and do regarding L2 pragmatics), the learners (i.e. who they are, and how they learn L2 pragmatics) and the pedagogical approaches that bring together teachers and learners in action.
Article outline
  • 1.Introduction
  • 2.L2 pragmatics teachers: Who they are and what they know, believe and do about pragmatic competence
  • 3.L2 pragmatics learners: Who they are and how they learn pragmatic competence
  • 4.Teaching and learning L2 pragmatics in instructional settings
  • 5.Conclusion
  • Notes
  • Acknowledgements
  • References
References (117)
References
Akikawa, K. (2010). Teaching pragmatics as a native speaker and as a non-native speaker. In B. Brady (Ed.), WATESOL NNEST Caucus Annual Review (Vol. 1, pp. 43–69). Retrieved on 9 November 2022 from [URL]Google Scholar logo with link to Google Scholar
Alcón-Soler, E. (2012). Teachability and bilingualism effects on third language learners’ pragmatic knowledge. Intercultural Pragmatics, 9, 511–541. Google Scholar logo with link to Google Scholar
Al-Gahtani, S., & Roever, C. (2012). Proficiency and sequential organization of L2 requests. Applied Linguistics, 33(1), 42–65. Google Scholar logo with link to Google Scholar
Al Masaeed, K., Waugh, L. A., & Burns, K. E. (2018). The development of interlanguage pragmatics in L2 Arabic: The production of apology strategies. System, 74, 98–108. Google Scholar logo with link to Google Scholar
Bagherkazemi, M., & Arefkal, M. (2021). Impact of an awareness-raising workshop on the pragmatic awareness and attitudes of high school English language teachers in Iran. English Teaching & Learning, 46, 1–18. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K. (2008). Recognition and production of formulas in L2 pragmatics. In Z. Han (Ed.), Understanding second language process (pp. 205–222). Multilingual Matters. Google Scholar logo with link to Google Scholar
(2019). Teaching of pragmatics. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley & Sons. Google Scholar logo with link to Google Scholar
(2020). Pedagogical linguistics: A view from L2 pragmatics. Pedagogical Linguistics, 1(1), 44–65. Google Scholar logo with link to Google Scholar
Barón, J., Levkina, M., & Celaya, M. L. (2020). Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics, 2(1), 1–25. Google Scholar logo with link to Google Scholar
Bella, S. (2014). Developing the ability to refuse: A cross-sectional study of Greek FL refusals. Journal of Pragmatics, 61, 35–62. Google Scholar logo with link to Google Scholar
Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper, & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43–59). Oxford University Press.Google Scholar logo with link to Google Scholar
(1994). Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16, 157–168. Google Scholar logo with link to Google Scholar
Cohen, A. D. (2016). The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing. Studies in Second Language Learning and Teaching, 6(4), 561–585. .Google Scholar logo with link to Google Scholar
(2018). Learning pragmatics from native and nonnative language teachers. Multilingual Matters. Google Scholar logo with link to Google Scholar
Diao, W., & Maa, J. (2019). Language socialization and L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 128–144). Routledge. Google Scholar logo with link to Google Scholar
Duff, P. A. (2008) Language socialization, participation and identity: Ethnographic approaches. In A. Duff, & N. H. Hornberger (Eds.), Encyclopedia of language and education (Vol. 8, 2nd ed., pp. 107–119). Springer. Google Scholar logo with link to Google Scholar
Ekin, M. Y., & Damar, E. A. (2013). Pragmatic awareness of EFL teacher trainees and their reflections on pragmatic practices. ELT Research Journal, 2(4), 176–190.Google Scholar logo with link to Google Scholar
Eskildsen, S. W., & Kasper, G. (2019). Interactional usage-based L2 pragmatics: From form-meaning pairings to construction-action relations. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 176–191). Routledge. Google Scholar logo with link to Google Scholar
Eslami, Z. R. (2011). In their own voices: Reflections of native and nonnative English speaking TESOL graduate students on on-line pragmatic instruction to EFL learners. TESL-EJ, 15(2). Retrieved on 9 November 2022 from [URL]Google Scholar logo with link to Google Scholar
Eslami, Z. R., & Eslami-Rasekh, A. (2008). Enhancing the pragmatic competence of non-native English-speaking teacher candidates (NNESTCs) in an EFL context. In E. Alcón-Soler, & A. Martínez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 178–197). Multilingual Matters. Google Scholar logo with link to Google Scholar
Félix-Brasdefer, J. C. (2007). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4(2), 253–286. Google Scholar logo with link to Google Scholar
Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica – An International Journal of Applied Linguistics, 45(2), 119–131. Google Scholar logo with link to Google Scholar
González-Lloret, M. (2020). Pragmatic development in L2: An overview. In K. P. Schneider, & E. Ifantidou (Eds.), Developmental and clinical pragmatics (pp. 237–267). Mouton de Gruyter. Google Scholar logo with link to Google Scholar
(2022). Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research, 26(2), 173–189. Google Scholar logo with link to Google Scholar
Hassall, T. (2015). Individual variation in L2 study-abroad outcomes: A case study from Indonesian pragmatics. Multilingua, 34(1), 33–59. Google Scholar logo with link to Google Scholar
Hsieh, M. H., & Chuang, H. H. (2021). Investigating pre-service English teachers’ beliefs of sociolinguistic instruction in EFL classes in Taiwan. TESOL and Technology Studies, 2(2), 16–28. Google Scholar logo with link to Google Scholar
Huth, T., Betz, E., & Taleghani-Nikazm, C. (2019). Rethinking language teacher training: Steps for making talk-in-interaction research accessible to practitioners. Classroom Discourse, 10(1), 99–122. Google Scholar logo with link to Google Scholar
Ishihara, N. (2010). Instructional pragmatics: Bridging teaching, research, and teacher education. Language and Linguistics Compass, 4(10), 938–953. Google Scholar logo with link to Google Scholar
(2011). Co-constructing pragmatic awareness: Instructional pragmatics in EFL teacher development in Japan. TESL-EJ, 15(2). Retrieved from [URL]Google Scholar logo with link to Google Scholar
(2019). Identity and agency in L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 161–175). Routledge. Google Scholar logo with link to Google Scholar
Ishihara, N., with A. D. Cohen. (2022). Teaching and learning pragmatics: Where language and culture meet (2nd ed.). Routledge. Google Scholar logo with link to Google Scholar
Ishihara, N., & Tarone, E. (2009). Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms. In N. Taguchi (Ed.), Pragmatic competence in Japanese as a second language (pp. 101–128). Mouton de Gruyter.Google Scholar logo with link to Google Scholar
Jakupčević, E., & Portolan, M. Ć. (2021). An analysis of pragmatic content in EFL textbooks for young learners in Croatia. Language Teaching Research [Advance Access], 1–24. Google Scholar logo with link to Google Scholar
Judd, E. L. (1999). Some issues in the teaching of pragmatic competence. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 152–166). Cambridge University Press.Google Scholar logo with link to Google Scholar
Kanagy, R. (1999) Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467–1492. Google Scholar logo with link to Google Scholar
Kasper, G. (2001) Classroom research on interlanguage pragmatics. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 33–60). Cambridge University Press. Google Scholar logo with link to Google Scholar
(2006) Speech acts in interaction: Towards discursive pragmatics. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning (Vol. 11, pp. 281–314). National Foreign Language Resource Center, University of Hawai’i at Manoa.Google Scholar logo with link to Google Scholar
(2009) L2 pragmatic development. In W.C. Ritchie, & T. K. Bhatia (Eds.), New handbook of second language acquisition. Emerald.Google Scholar logo with link to Google Scholar
Kasper, G., & Roever, C. (2005) Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language learning and teaching (pp. 317–334). Lawrence Erlbaum Associates. Google Scholar logo with link to Google Scholar
Kasper, G., & Rose, K. R. (2002) Pragmatic development in a second language. Blackwell.Google Scholar logo with link to Google Scholar
Karatepe, Ç., & Civelek, M. (2021). A case study on EFL teachers’ views on material adaptation for teaching pragmatics. RumeliDE Journal of Language and Literature Studies, 23, 894–910. Google Scholar logo with link to Google Scholar
Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149–169. Google Scholar logo with link to Google Scholar
Kim, H. Y. (2014). Learner investment, identity, and resistance to second language pragmatic norms. System, 45, 92–102. Google Scholar logo with link to Google Scholar
Kim, Y., & Taguchi, N. (2016). Learner–learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49(1), 42–57. Google Scholar logo with link to Google Scholar
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, 1–124. Google Scholar logo with link to Google Scholar
Kuriscak, L. (2010). The effect of individual-level variables on speech act performance. In A. Martínez-Flor, & E. Usó-Juan (Eds.), Speech act performance: Theoretical, empirical and methodological issues (pp. 23–29). John Benjamins. Google Scholar logo with link to Google Scholar
Levinson, S. C. (1983) Pragmatics. Cambridge University Press. Google Scholar logo with link to Google Scholar
Li, S. (2013). Amount of practice and pragmatic development of request-making in L2 Chinese. Technology in Interlanguage Pragmatics Research and Teaching, 36, 43–69. Google Scholar logo with link to Google Scholar
(2017). An exploratory study on the role of foreign language aptitudes in instructed pragmatics learning in L2 Chinese. Chinese Second Language Acquisition Research, 6, 103–128. Google Scholar logo with link to Google Scholar
(2019). Cognitive approaches in L2 pragmatics research. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 113–127). Routledge. Google Scholar logo with link to Google Scholar
Li, S., & Taguchi, N. (2014). The effects of practice modality on pragmatic development in L2 Chinese. The Modern Language Journal, 98(3), 794–812. Google Scholar logo with link to Google Scholar
Martínez-Flor, A. (2016). Teaching apology formulas at the discourse level: Are instructional effects maintained over time? ELIA, 16, 13–48. Google Scholar logo with link to Google Scholar
Myrset, A. (2021). Scientific concepts as meaning-making resources for young EFL learners in the learning of pragmatics. Intercultural Communication Education, 4(2), 191–212. Google Scholar logo with link to Google Scholar
Ngai, P., & Janusch, S. (2018). Professional development for TESL teachers: A course in transcultural pragmatics. The Electronic Journal for English as a Second Language, 22(3), 1–26. Retrieved on 9 November 2022 from [URL]Google Scholar logo with link to Google Scholar
Niezgoda, K., & Roever, C. (2001). Pragmatic and grammatical awareness: A function of learning environment? In K. Rose, & G. Kasper (Eds.), Pragmatics in language teaching (pp. 63–79). Cambridge University Press. Google Scholar logo with link to Google Scholar
Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Lawrence Erlbaum Associates. Google Scholar logo with link to Google Scholar
(2005). Interlanguage pragmatics in the zone of proximal development. System, 33, 503–517. Google Scholar logo with link to Google Scholar
Plonsky, L., & Zhuang, J. (2019). A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 287–307). Routledge. Google Scholar logo with link to Google Scholar
Povolná, R. (2012). Pragmatic awareness in teacher education. Acta Academica Karviniensia, 7(1), 148–158. Google Scholar logo with link to Google Scholar
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57. Google Scholar logo with link to Google Scholar
Roever, C. (2021).Teaching and testing second language pragmatics and interaction. A practical guide. Routledge. Google Scholar logo with link to Google Scholar
Roever, C., Wang, S., & Brophy, S. (2014). Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics in Language Teaching, 52, 377–401. Google Scholar logo with link to Google Scholar
Safont, P. (2018). Are classroom requests similar in all EFL settings? Focusing on a young multilingual learning environment. In P. Romanowski, & M. Jedynak (Eds.), Current research in bilingualism and bilingual education (pp. 123–141). Springer. Google Scholar logo with link to Google Scholar
Sánchez-Hernández, A. (2018). A mixed methods study of the impact of sociocultural adaptation on the development of pragmatic production. System, 75, 93–105. Google Scholar logo with link to Google Scholar
(2022). Second language pragmatic development in study abroad contexts: An introduction. Study Abroad Research in Second Language Acquisition and International Education, 7(1), 2–23. Google Scholar logo with link to Google Scholar
Sánchez-Hernández, A., & Alcón-Soler, E. (2019a). Pragmatic gains in the study abroad context: General patterns and learners’ experiences. Journal of Pragmatics, 146, 54–71. Google Scholar logo with link to Google Scholar
(2019b). The role of individual differences on learning pragmatic routines in a study abroad context. In P. Salazar, & V. Codina (Eds.), Investigating the learning of pragmatics across ages and contexts (pp. 141–164). Brill Rodopi.Google Scholar logo with link to Google Scholar
Sánchez-Hernández, A., & Barón, J. (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 26(2), 163–170. Google Scholar logo with link to Google Scholar
Savić, M., Economidou-Kogetsidis, M., & Myrset, A. (2021). Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production. Journal of Pragmatics, 180, 15–34. . Google Scholar logo with link to Google Scholar
Savvidou, C., & Economidou-Kogetsidis, M. (2019). Teaching pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39–58. Google Scholar logo with link to Google Scholar
Schauer, G. (2022). Intercultural competence and pragmatics in the L2 classroom: Views of in-service EFL teachers in primary, secondary, and adult education. In T. McConachy, & A. J. Liddicoat (Eds.), Teaching and learning second language pragmatics for intercultural understanding (pp. 173–198). Routledge.Google Scholar logo with link to Google Scholar
(2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269–318. Google Scholar logo with link to Google Scholar
Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163–191. Google Scholar logo with link to Google Scholar
Schmidt, R. (1993). Consciousness, learning and Interlanguage pragmatics. In G. Kasper, & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21–42). Oxford University Press.Google Scholar logo with link to Google Scholar
(2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–33). Cambridge University Press. Google Scholar logo with link to Google Scholar
(2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721–737). National University of Singapore, Center for Language Studies.
Seedhouse, P. (2007). On ethnomethodological CA and “linguistic CA”: a reply to Hall. The Modern Language Journal, 91(4), 527–533. Google Scholar logo with link to Google Scholar
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 225–244). John Benjamins. Google Scholar logo with link to Google Scholar
Sykes, J. M. (2013). Multiuser virtual environments: Learner apologies in Spanish. In Taguchi, N., & Sykes, J. M. (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 71–100). John Benjamins. Google Scholar logo with link to Google Scholar
Sykes, J. M., & Cohen, A. (2018). Strategies and interlanguage pragmatics: Explicit and comprehensive. Studies in Second Language Learning and Teaching, 8(2), 381–402. Google Scholar logo with link to Google Scholar
Sykes, J. M., & González-Lloret, M. (2020). Exploring the interface of interlanguage (L2) pragmatics and digital spaces. CALICO Journal, 37(1), i–xv. Google Scholar logo with link to Google Scholar
Szczepaniak-Kozak, A., &Wasikiewicz-Firlej, E. (2018). Pragmatic competence of teachers: a contrastive case study of native and non-native teachers of English. Applied Linguistics Papers, 25(1), 127–142. [URL]. Google Scholar logo with link to Google Scholar
Taguchi, N. (2008). Cognition, language contact, and development of pragmatic comprehension in a study-abroad context. Language Learning, 58(1), 33–71. Google Scholar logo with link to Google Scholar
(2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. Google Scholar logo with link to Google Scholar
(2012). Context, individual differences, and pragmatic competence. Multilingual Matters. Google Scholar logo with link to Google Scholar
(2013). Individual differences and development of speech act production. Applied Research on English Language, 2(2), 1–16.Google Scholar logo with link to Google Scholar
(2014). Personality and development of second language pragmatic competence. Asian EFL Journal, 16(2), 203–221.Google Scholar logo with link to Google Scholar
(2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48, 1–50. Google Scholar logo with link to Google Scholar
(2018). Pragmatic competence in foreign language education: Cultivating learner autonomy and strategic learning of pragmatics. In I. Walker, D. Kwang Guan Chan, M. Nagami, & C. Bourguignon (Eds.), Knowledge, skills and competence in foreign language education (pp. 53–69). Mouton de Gruyter. Google Scholar logo with link to Google Scholar
(2019). Second language acquisition and pragmatics: An overview. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 1–14). Routledge. Google Scholar logo with link to Google Scholar
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press.Google Scholar logo with link to Google Scholar
Taguchi, N., Xiao, F., & Li, S. (2016). Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. Modern Language Journal, 100(4), 775–796. Google Scholar logo with link to Google Scholar
Taguchi, N., Tang, X., & Maa, J. (2019). Learning how to learn pragmatics: Application of self-directed strategies to pragmatics learning in L2 Chinese and Japanese. East Asian Pragmatics, 4(1), 11–36. Google Scholar logo with link to Google Scholar
Tajeddin, Z., & Zand-Moghadam, A. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(3), 353–372. Google Scholar logo with link to Google Scholar
Takahashi, S. (2005). Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics, 26, 90–120. Google Scholar logo with link to Google Scholar
(2015). The effect of learner profiles on pragmalinguistic awareness and learning. System, 48, 48–61. Google Scholar logo with link to Google Scholar
(2019). Individual learner considerations in SLA and L2 pragmatics. In Taguchi, N. (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 429–443). Routledge. Google Scholar logo with link to Google Scholar
Takimoto, M. (2012). Metapragmatic discussion in interlanguage pragmatics. Journal of Pragmatics, 44(10), 1240–1253. Google Scholar logo with link to Google Scholar
Taleghani-Nikazm, C. (2005). Contingent requests: their sequential organization and turn shape. Research on Language & Social Interaction, 38, 159–177. Google Scholar logo with link to Google Scholar
Usó-Juan, E. (2021). Long-term instructional effects on learners’ use of email request modifiers. In M. Economidou-Kogetsidis, M. Savić, & N. Halenko (Eds.), Email pragmatics and second language learners (pp. 71–99). John Benjamins. Google Scholar logo with link to Google Scholar
Usó-Juan, E., & Martínez-Flor, A. (2021). Teacher pragmatic awareness in English as an International Language. In Z. Tajeddin, & M. Alemi (Eds.), Pragmatics pedagogy in English as an International Language (pp. 44–58). Routledge.Google Scholar logo with link to Google Scholar
Van Compernolle, R. A. (2012). Developing sociopragmatic capacity in a second language through concept-based instruction (Unpublished doctoral dissertation). The Pennsylvania State University.
(2019). Vygotskian cultural-historical psychology in L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 145–160). Routledge. Google Scholar logo with link to Google Scholar
VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26(4), 435–450. Google Scholar logo with link to Google Scholar
Vásquez, C., & Sharpless, D. (2009). The role of pragmatics in the master's TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5–28. Google Scholar logo with link to Google Scholar
Vásquez, C., & Fioramonte, A. (2011). Integrating pragmatics into the MA-TESL program: Perspectives from former students. TESL-EJ, 15(2), 1–22. Retrieved on 9 November 2022 from [URL]Google Scholar logo with link to Google Scholar
Vellenga, H. (2011). Teaching L2 pragmatics: Opportunities for continuing professional development. TESL-EJ, 15(2). Retrieved on 9 November 2022 from [URL]Google Scholar logo with link to Google Scholar
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar logo with link to Google Scholar
Xiao, F. (2015). Proficiency effect on L2 pragmatic competence. Studies in Second Language Learning and Teaching, 5(4), 557–581. Google Scholar logo with link to Google Scholar
Xiao, F., Taguchi, N., & Li, S. (2019). Effects of proficiency subskills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition, 41(2), 469–483. Google Scholar logo with link to Google Scholar
Yates, L., & Wigglesworth, G. (2005). Researching the effectiveness of professional development in pragmatics. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 261–279). Springer. [URL]. Google Scholar logo with link to Google Scholar
Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 12, 753605. Google Scholar logo with link to Google Scholar
Cited by (4)

Cited by four other publications

Cheikh, Mariam & Ghaleb Rabab'ah
2025. From the American sitcom ‘Seinfeld’ to Modern Standard Arabic: Implicature translation by Arabic EFL students. Ampersand 14 ► pp. 100213 ff. DOI logo
Glaser, Karen & Stefanie Frisch
2025. Early language education in instructed contexts. In Early Language Education in Instructed Contexts [Language Learning & Language Teaching, 62], ► pp. 2 ff. DOI logo
Lai, Su & Maria Economidou‐Kogetsidis
2025. The Effects of Strategy Instruction on Chinese EFL Learners’ Pragmatic Awareness and Pragmatic Motivation. International Journal of Applied Linguistics 35:3 ► pp. 1547 ff. DOI logo
López-Serrano, Sonia
2025. Integrating L2 pragmatics into the curriculum: design, implementation, and EFL students’ and teachers’ perceptions of a self-access web-based module on email requests to faculty. Revista de Lingüística y Lenguas Aplicadas 20 ► pp. 56 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue