ABSTRACT
This chapter presents a systematic review of empirical studies that examined the impact of individual learner characteristics on pragmatic competence and development. The goal of the chapter is two-fold: 1) to describe and critically analyze empirical practices in the domain of individual learner characteristics in L2 pragmatics, and 2) to examine the overall effects of a select learner characteristic (i.e., proficiency) on pragmatic competence. The first goal is pursued using a scoping review that surveys existing studies in terms of their quantity, range, and characteristics (e.g., research designs and reporting practices). The second goal is addressed by adopting a small-scale meta-analysis focusing on proficiency as a learner characteristic. The effect sizes derived from the relationship between proficiency and pragmatic competence are analyzed, along with the impact of moderator variables (i.e., measures of learner characteristics and pragmatic competence) on the relationship. The chapter concludes with practical implications of the findings and directions for future research.
