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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. 243–266

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Chapter 10
Skill acquisition based approach to teaching L2 pragmatics

 | University of Otago, New Zealand
 | Vietnam National University, Vietnam
Published online: 12 April 2023
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https://doi.org/10.1075/lllt.58.10ngu
Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empirical study into the role of feedback and revision in teaching emails of complaints. Based on the discussion of the findings, we end by drawing implications for pragmatics pedagogy and recommend topics for further research.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Skill Acquisition Theory
    • 2.2Research on skill acquisition based approach to teaching L2 pragmatics
    • 2.3The current study
  • 3.Methodology
    • 3.1Participants
    • 3.2Treatment
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Results
  • 5.Discussion
  • 6.Conclusions and pedagogical implications
  • 7.Limitations and future directions
  • Notes
  • References
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2025. The effects of synchronous written corrective feedback on learning speech acts through technology-mediated collaborative writing. Language Awareness ► pp. 1 ff. DOI logo

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