Abstract Language pedagogy designers are faced with the challenge of engineering learning experiences that are in harmony with how second and foreign languages (L2s) are developed. In the field of L2 pragmatics learning and teaching, this challenge has sparked a considerable amount of research on instructional methods, facilitative interventions, and input enhancements. To a lesser degree, researchers have also investigated L2 pragmatic learning progressions that might inform L2 instruction. This review paper canvasses empirical research into the acquisitional sequences of interlanguage pragmatics (ILP) in adult L2 learners conducted after 2002, the year in which Kasper and Rose’s seminal book, Pragmatic Development in a Second Language , was published. The paper synthesizes the findings of 16 systematically identified empirical studies. Based on this synthesis of findings, new insights and tendencies in L2 pragmatic development are discussed, and areas in need of further research are identified.
Applied Linguistics Review – de Gruyter
Published: Mar 1, 2017