ABSTRACT
The concept of pragmatic awareness has become fully part of the literature on second language pragmatics. Theoretical accounts of the development of second language pragmatics have appealed to the awareness or attention of learners (Bialystok, 1993; Schmidt, 1993, 1995) and today discussions of awareness in L2 pragmatics are still framed in terms of Schmidt’s noticing hypothesis (1990, 1993, 1995). Pragmatic awareness is frequently defined roughly as noticing with or without understanding. In interlanguage pragmatics, the terms ‘noticing’ and ‘awareness’ are often used interchangeably.
