in: Educational Sciences Research Papers, Baki,M. Ağır,S. M, Editor, Gece Akademi, Ankara, pp.23-46, 2019
Over the last three decades, the literature on L2 prag-matics has presented many studies on both pragmatic competence and how to improve pragmatic competence in EFL contexts (Taguchi 2011 and 2015). Taguchi (2015) described pragmatic competence as follows: “Pragmat-ic competence refers to one’s knowledge of linguistics, norms and social conventions, and one’s ability to use these knowledge bases in a socially-bound interaction.” (p.1).
Traditional language teaching is generally based on grammar-focused instruction. That is, it mainly focuses on-forms, which is more systematic. Presenting language in this way seems more accessible for learners because most of the time there is a one-to-one correspondence between rules and forms. However, knowledge of prag-matics involves functions of language. Taguchi (2015) ex-plained why learners have to deal with many difficulties when learning to use features of pragmatics: