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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

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
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
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.01mar
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