Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 243–266
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.