ABSTRACT
As human beings engage in interaction, they work together to co-construct meaning in relevant, complex, and dynamic ways. While general patterns of communication can be isolated for research and instructional purposes, the reality is that variability is at the heart of communication, making the teaching and learning of pragmatics (i.e., the expression and interpretation of one’s intended meaning in a social context) a challenging endeavor. The inherently variable nature of pragmatic behaviors makes digital games and virtual environments a particularly suitable environment for teaching and learning second language (L2) pragmatics. Digital games and virtual environments offer L2 learners a space in which they can engage in contextualized participatory practice designed to meet their individual needs while simultaneously offering just-in-time feedback. Furthermore, learners can simulate a range of participant roles in diverse social situations while engaging in goal-oriented tasks. Learners can also practice a variety of pragmatic strategies in interaction, adapting their strategies to situations and modifying strategies for a different game outcome.
