ABSTRACT
This chapter presents a critical review of current empirical research on pragmatics learning and teaching in L2 Chinese. Compared with other areas in Chinese SLA, investigation of L2 pragmatics has started rather late and received insufficient attention; only a small body of research has been conducted to explore the pragmatic ability of Chinese L2 learners. Though limited in number, prior research has addressed several core issues of L2 pragmatics, such as acquisitional path, role of learning contexts, and effects of instruction. This chapter reviews these studies in terms of their theoretical backgrounds, methodologies, key findings, and pedagogical implications. Built on these reviews, it also discusses and suggests areas for future exploration.
