Teaching second language pragmatics in the current era of globalization: An introduction

The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology is most effective for teaching pragmatics. Earlier ILP studies compared explicit versus implicit instruction, highlighting the key role of explicit metapragmatic explanations. More recently, scholars have investigated how to create opportunities to for authentic pragmatic practice inside the classroom. To do so, some studies have implemented task-based language teaching to provide students with goal-oriented meaningful activities that address their real-world needs. Other studies have incorporated technology-enhanced materials such as simulated immersive environments and computer-mediated communication to promote students’ engagement in authentic use of the language beyond the classroom. Another current concern in L2 pragmatic instruction is how to account for the emergence of English as an International Language (EIL), and the consequent need to guide learners into acquiring language as a tool to mediate across linguistic and cultural boundaries. Different studies have adopted an EIL perspective, proposing the enhancement of students’ metapragmatic awareness and strategies to deal with the hybrid nature of English and its associated varieties and cultures. The special issue ‘Teaching second language pragmatics in the current era of globalization’ aims to illustrate such current trends, with six contributions by distinguished scholars in the field of L2 pragmatics from all over the globe.

Second Language Pragmatics

The field of second language (L2) pragmatics surveys a range of research issues on how L2 learners learn to use a target language in context-appropriate manners. In the late 1970s, the field of interlanguage pragmatics emerged from cross-cultural pragmatic research. The field has now moved beyond comparisons of different pragmatic norms or simply describing language use. With nearly four decades of research, second language pragmatics has now become an independent field. Informed by different theories, the scope and definitions of L2 pragmatic competence have been expanded. An accumulative body of research illuminates underlying mechanisms and processes of L2 pragmatic development and what L2 pragmatic competence entails. In part, the increasing interest in interlanguage pragmatics reflects the notion that language competence entails the ability to use language in context, in addition to grammar. L2 pragmatics is also situated in a larger domain of language teaching, reflecting a call for more context-specific and more dynamic views of L2 communicative competence. In addition to formal aspects of language (e.g., grammar), L2 communicative competence entails the ability to engage in social interaction and perform speech acts in a contextually appropriate way. This article focuses on providing selective references, since the entire literature cannot be encapsulated in an article-length format. This article is organized around six topics: (1) Theoretical Approaches, (2) Analytical Objects of L2 Pragmatics, (3) Data Elicitation Methods, (4) Instructed L2 Pragmatics, (5) Assessing L2 Pragmatics, and (6) L2 Pragmatics in Diverse Social Interaction.