Over the last four decades, research in second language (L2) pragmatics has grown rapidly in its scope, quality, and amount of empirical investigations. This chapter surveys historical developments of L2 pragmatics research from the 1980s up to now. The chapter discusses a range of topics including definitions of pragmatic competence, models of pragmatic competence and development, and theoretical underpinnings of pragmatics learning. Specific topics such as instruction and assessment, longitudinal investigation into pragmatic development, and contexts of pragmatics learning (i.e., study abroad) are also discussed.  Research areas that emerged with the recent surge of globalisation and advancements in technology are presented with a discussion on how these new areas have advanced our investigation of pragmatics learning and development. The chapter concludes with directions for future research.

Starting from its early conception as a pragmalinguistic/sociopragmatic model of non-native users’ pragmatic development in L2, this chapter suggests a novel approach to second language pragmatics, and to sociopragmatics in particular. The proposed view encompasses inferential mechanisms and effects which are intrinsic in real-life verbal and non-verbal communication but have been left largely untouched. Following a historical review of sociopragmatic competence in terms of ‘interlanguage pragmatics’ and ‘intercultural communicative competence’, I focus on pragmatic inference within second language pragmatics as it becomes manifest in figurative speech. Emphasis lies on recent available evidence in support of the impact of metaphor comprehension on second language pragmatic development.

Pragmatics refers to the way we understand and use language in social situations. For example, language choices we make express social roles and distance, power status, age, gender, and identity. These language choices have an effect on our interlocutors as we communicate. They can also lead to pragmatic mishaps, which are actually responsible for the majority of L2/Lx miscommunication (Bardovi-Harlig & Dörnyei, 1998). In order to set the stage for an interculturally oriented curriculum that emphasizes pragmatics, this chapter reviews research on L2 pragmatics, what it is, and how to teach it in the L2/Lx classroom. Speech acts, conventional expressions, Gricean maxims, politeness and impoliteness, as well as humor are included in the discussion. The chapter concludes with practical suggestions for teaching L2/Lx pragmatics with an intercultural communication orientation and sample language teaching activities.