ABSTRACT
Although it has been clear for many years that second language (L2) learners benefit from the teaching of pragmatics (Kasper, 1997; Bardovi-Harlig, 2001; Bardovi-Harlig & Mahan-Taylor, 2003; Kasper & Schmidt, 1996; Kasper & Rose, 1999; Taguchi, 2015a; see also Chapter 19 in this volume), textbook writers have been slow to fill this need. Studies have shown that textbooks and teacher manuals rarely include information on pragmatics (Boxer & Pickering, 1995; Crandall & Basturkmen, 2004; Grant & Starks, 2001; Hatoss, 2004; Meihami & Khanlarzadeh, 2015; Wong, 2002) and generally fail to offer supplementary materials (Ji, 2007; Vellenga, 2004). Furthermore, faulty sources of pragmatic information in textbooks may lead to pedagogically induced errors (Tatsuki, 2005a, 2016a; Wong, 2002).
