The importance of pragmatics instruction in second and foreign languages

Abstract: This research synthesis intends to examine how second and foreign language pragmatics can effectively be instructed in English foreign language classrooms. It also aims to explore what evidence there is for pragmatics instruction in EFL in Sweden. To answer these questions, three non-journal publications and 10 articles from 8 different journals have been analysed against perimeters of studies conducted on pragmatic instruction and EFL or ESL in Europe or in English-speaking environments, such as the UK, USA and Australia. The methods used include searches in online databases and search engines, as well as reviews of reference lists of articles and textbooks. Results show that explicit instruction is more beneficial than implicit instruction, especially when it comes to learners’ own production. There is very little evidence that EFL pragmatics instruction is explicitly taught in English lessons in Sweden and only few studies investigate pragmatics instruction in Sweden. The conclusion of this research synthesis is therefore, that there is a need for further research in the field and for explicit and inductive pragmatics instruction in EFL classrooms in Sweden.