ABSTRACT
Instruction in pragmatics has the potential to accelerate learning and enhance metapragmatic awareness during a stay abroad. Research on pragmatics instruction in study abroad (SA) offers a variety of approaches to assisting SA students in gaining second language (L2) pragmatic competence and assessing their knowledge and skills. The goal of this chapter is to discuss the existing research on pragmatics instruction in SA and to use insights gleaned there to offer guidance for designing pragmatics instruction and assessment for SA. The chapter begins by examining the effectiveness of pragmatics instruction for SA, followed by a discussion of ‘backward design’ as an approach to curriculum design. Learning outcomes, assessment methods, and pedagogical activities employed successfully in pragmatics instruction in SA settings are then spotlighted. The chapter concludes with suggestions for future research.
