ABSTRACT
This chapter provides an overview of the principles and recent applications of concept-based pragmatics instruction in second language education. The approach is informed by Vygotsky’s distinction between everyday and scientific concepts, and the extensions of his theory to pedagogy by Gal’perin and Davydov. As such, it centers on the teaching of categories of social meaning related to such concepts as self-presentation, social distance, and power, using pragmalinguistics (i.e., forms and functions) to illustrate how relevant meanings are created in communication. The chapter sketches out the basic theoretical principals underlying the approach before examining its use in four educational contexts: 1) one-on-one tutoring, 2) intact classrooms, 3) study abroad, and 4) technology-enhanced environments. Gaps in the field and linkages to ongoing work beyond sociocultural theory are identified, and future directions are suggested.
