ABSTRACT
This chapter presents a review of studies that examine classroom interaction from a language socialization perspective. It deals with issues related to textbook representation of target pragmatics features and instructional practices. The chapter looks at some innovative instructional approaches used in studies conducted in second language (L2) classrooms. It explores the possibility of classroom-based pragmatics learning and proposes direction for future research. The chapter explores an overview of the issues related to pragmatics learning and teaching in the L2 classroom. Pragmatics learning entails understanding form–function–context mappings of target pragmatic features. The difficulty of pragmatics learning lies in its complexity. ncidental pragmatics learning in the classroom refers to incidental learning that occurs when students are exposed to input of the target pragmatics and receive opportunities for output. The possibility of incidental pragmatics learning in the classroom is intriguing. Pragmatics learning entails the knowledge of form–function–context mappings of target pragmatic features, along with the ability to use this knowledge in real-time interaction.
