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Article published In:
Trends in Second Language Pragmatics Research Part I:
[Applied Pragmatics 4:2] 2022
► pp. 159–177

The interface between instructed L2 pragmatics and TBLT research

A review of instructional materials

ORCID logo | Georgia State University
Over the past two decades, the theoretical backgrounds of instructed second language (L2) pragmatics studies have diversified, and instructional materials have been designed and implemented based on various theories of second language acquisition (SLA). As a result, the field of instructed pragmatics has made significant strides in developing empirically driven, effective instructional methods. Recently, researchers in the fields of task-based language teaching (TBLT) and L2 pragmatics have claimed there are synergistic effects when teaching pragmatics from a TBLT perspective. These researchers argue that both pragmatics instruction and TBLT approaches to language teaching highlight the importance of language use in authentic contexts and achieving communication goals. The focus of the current review article is on task design and implementation in L2 pragmatics research, particularly those studies which were conducted from a TBLT perspective. Pedagogical implications of these studies are discussed, and future directions for task-based approaches to teaching L2 pragmatics for both research and pedagogy are proposed.
Keywords: task-based language teaching, instructed second language pragmatics, task design, task implementation
Article outline
  • 1.Introduction
  • 2.Interface between TBLT and instructed L2 pragmatics research
  • 3.Article selection criteria and coding
  • 4.Findings
    • 4.1Survey of previous instructed pragmatics studies
    • 4.2TBLT approaches to teaching L2 pragmatics
  • 5.Future directions for converging the fields of instructed pragmatics and TBLT
    • 5.1Technology-mediated task design
    • 5.2Transferability of task-based abilities
    • 5.3Going beyond individual lessons
  • 6.Conclusion
  • References
Published online: 13 April 2022
DOI logo
https://doi.org/10.1075/ap.00007.kim
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