ABSTRACT
In this article, the author consider in particular some of the challenges an ELF perspective presents for the development of learners' pragmatic competence and some of the strategies that promise to address those challenges. Although still in its infancy, empirical work around elf interactions is beginning to shed light on what teachers might usefully focus on in their efforts to develop an effective pedagogical pragmatics that sees the incorporation of strategies grounded in relevant research. In this chapter, the author argues that the TBLT model needs a fourth dimension, pragmatic appropriateness, that is, appropriate use of sociopragmatic knowledge and pragmalinguistic resources to accomplish a task. Research in L2 pragmatics has been getting closer to the field of TBLT because L2 pragmatics researchers have started to incorporate tasks that are recognised as such by the TBLT community. TBLT studies focusing on task design have investigated what features and characteristics make a task most effective for L2 learning. .
