Abstract
For learners to communicate efficiently in the L2, they must avoid pragmatic failure. In many cases, teachers' praxis centres on the learner's performance in the L2 or his role as a speaker, which neglects the importance of his role as interpreter of utterances. Assuming that, as hearers, learners also have a responsibility to avoid pragmatic failure, this paper endorses the relevance-theoretic view of communication, its explanation about why misunderstandings arise, and the belief that the learner's sophistication in understanding is not the same as that of a native. Therefore, it argues that learners must be taught to be cautious optimistic hearers. As a result, learners will be able to reject interpretations of utterances, which, due to the linguistic or cultural incompetence of their native or non-native interlocutors in the L2 system, they are led to regard as relevant enough although their interlocutors may have expected them to arrive at a different interpretation.
Preventive Strategies on Pragmatic Failure in Intercultural Communication
