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Part Two constitutes the “nuts and bolts” of pragmatics-focused instruc-
tion. The common thread that weaves through this section is the idea that
pragmatic norms vary across languages, cultures, and various other social
contexts, as well as across individuals. Thus, we argue that pragmatics 
would be best taught in (sometimes imagined) interactional social contexts.
Chapter 6 gives brief theoretical underpinnings for current instructional
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approaches to L2 pragmatics. We discuss the learning of pragmatics not
only from a cognitive point of view but also from social, cultural, psycholo-
gical, and emotional perspectives, and consider their implications on class-
room practices. Chapter 7 offers guidelines for how to observe instruction
that focuses on a pragmatics component, as well as simulated demonstra-
tions for teaching L2 speech acts. Chapter 8 deals with the assessment of
textbook materials and possible ways to adapt these materials or to design
instruction for the purpose of teaching pragmatics to complement them.
Chapter 9 considers the contributions of both discourse analysis and lan-
guage corpora in understanding L2 pragmatics, and looks at the potential
contribution that these insights can lend to language instruction. Chapter 10
offers some guidelines for constructing pragmatics-focused lesson plans, 
as well as inviting teacher readers to engage in reflective activities for 
learning and teaching L2 pragmatics. Finally, Chapter 11 draws on an L2
pragmatics-focused curriculum that is both web-based and classroom-based
to offer principles for curriculum development and examples that illustrate
these principles.
Part Three of the book considers further issues in the learning, teaching,
and assessing of L2 pragmatics. Chapter 12 looks at what might constitute
successful strategies in speech act performance and offers a proposed tax-
onomy of learner strategies for acquiring pragmatics. Chapter 13 deals with 
the application of instructional technology to the teaching and learning of
pragmatics. Chapter 14 engages the reader in the issue of how to approach
the assessment of learners’ pragmatic ability, and offers suggested strategies
for assessing pragmatics. Chapter 15 takes a more close-up view of classroom-
based assessment of pragmatics, and provides samples of assessment mater-
ials, learner language, and teacher feedback. The concluding chapter first
reviews key issues covered in the book, and then asks readers to reflect on
these topics and to set goals for future instruction related to pragmatics
instruction.
The chapters are for the most part relatively short in order to keep them
accessible to teacher readers. Each chapter includes hands-on activities
designed to provide an experiential connection with the material in the
chapter, as well as to offer models for activities that teachers could be using
with their own students. Because interaction among participants would effec-
tively enhance teacher learning, activities are written for a group audience.
Most of the activities have been field-tested in a summer institute on 
teaching L2 pragmatics offered since the summer of 2006 at the University
of Minnesota through the CARLA. It is our intention that this book be an
ongoing source of practical ideas for classroom instruction that provides a
strong presence for pragmatics in the curriculum.