Abstract
AbstractSecond language pragmatic development combines the fields of pragmatics and second language acquisition (SLA) to investigate how second language learners' pragmatic competence changes over time. The first section of this entry looks at theories that explain the processes of second language (L2) development. Some theories focus on the role of cognition in developmental processes, whereas others are oriented toward the role played by the social context of interaction as well as the social identity of learners. The second section summarizes research investigating whether there are typical patterns in the way in which L2 pragmatics develops. It shows that broad patterns of typical changes can be found through research with many learners; yet at the same time, individual trajectories of development are quite variable and influenced by a wide range of factors. The last section looks at the role of instruction in accelerating or influencing L2 pragmatic development. It outlines the key findings from many studies which have investigated the effects of different kinds of instruction on different aspects of L2 pragmatics. The key roles ofnoticingandprocessingas well as the need for greater attention to L2 pragmatics in second language classrooms are highlighted.