Abstract
AbstractThis entry provides an overview of two major theoretical approaches to second language (L2) pragmatic development: cognitive and socially oriented approaches. The cognitive theories include the noticing hypothesis, the two‐dimensional model, and the skill acquisition theory (ACT‐R). The socially oriented theories include the Vygotskian sociocultural theory and language socialization. It is argued that the cognitive and socially oriented approaches differ in their views toward the nature of L2 pragmatic development (i.e., intrapersonal vs. interpersonal), which has important implications for conceptualizing pragmatic knowledge and for understanding the mechanisms underlying pragmatic development.