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P A R T T H R E E
Further issues in the
learning, teaching,
and assessment of
pragmatics

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C H A P T E R 1 2
Strategies for learning and
performing speech acts
Andrew D. Cohen
Introduction
W
hy discuss language learner strategies in a book on pragmatics
for teachers? The main reason is that our ultimate goal is 
to have learners be more effective pragmatically in the L2. Research has
demonstrated the benefits of explicit strategy instruction in the classroom.
1
Given the challenges associated with learning L2 pragmatics, it makes sense
for learners to develop their own repertoire of strategies for both learning
and performing pragmatics.
2
While other chapters in the book have looked
at what learners do with pragmatics (such as Chapters 5 and 9), this chapter
looks specifically at the role of the actual strategizing that they may do, both
in learning L2 speech acts and also in performing what has been learned.
The chapter focuses on factors that contribute to whether strategy use 
is successful, and introduces a proposed taxonomy of learner strategies 
for acquiring pragmatics, with an emphasis on speech acts. The chapter
ends with two activities. Activity 12.1 gives you a firsthand opportunity to
experience using strategies to collect information about an L2 speech act.
Activity 12.2 provides an opportunity to observe the strategies that you use
in performing a speech act and to learn from others about the strategies that
they use for the same speech act.
1
Cohen et al. (1998); Chamot (2008); Rubin et al. (2007).
2
While this chapter focuses on speech acts, pragmatics also deals with matters 
of reference, presupposition, discourse structure, and conversational principles
involving implicature and hedging; see LoCastro (2003) for more on these areas.

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