ABSTRACT
Second language (L2 1 ) pragmatics has been the object of an increasingly large body of research over the last 30 years. This same time period has also witnessed major growth in (quasi-)experiments on L2 pragmatics instruction (Taguchi, 2015). Studies in this line of research have examined pragmatics instruction across many contextual and learner factors, treatments and target features, and outcome measures. The findings of work in this area have been summarized in a series of review papers (e.g., Jeon & Kaya, 2006; Kasper & Rose, 2002; Taguchi, 2011, 2015), which have reached a general consensus that instruction is more effective than mere exposure to input. Despite such a generalization, there are substantial variations in the effectiveness of L2 pragmatics instruction across studies. Inconclusive findings point to the multidimensional nature of instruction on L2 pragmatics as well as to the possibility of moderators affecting instructional outcomes (i.e., variables that might be associated with larger or smaller effects).
