Teaching the pragmatics of English as an international language: A focus on pragmatic markers

The current era of globalization and emergence English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning teaching. common view approximation to native-likeness is changing towards conceiving ability a tool interact with people different cultural linguistic backgrounds, the majority whom are non-native speakers (NNSs) English. While such reality widely acknowledged, few attempts have been made teach competence in EIL. Addressing this concern, present study investigates effects that pedagogical intervention on EIL pragmatics oral use markers (PMs): key successful communication increasingly multicultural multilingual society. Seventy-three Spanish EFL students were divided into instructional ( n = 34) control group 39). received 4 interventional sessions included (1) awareness legitimacy EIL, (2) meta-pragmatic behavior across world, (3) task-supported instruction PMs, (4) strategy-based instruction. Pragmatic was assessed by students’ PMs academic presentations. results revealed had more significant changes frequency variety used than one, they widened repertoire uttered their These findings project future provide directions reorienting curriculum integration pragmatics.