THE ROLE OF EXPLICIT INSTRUCTION IN INTERLANGUAGE PRAGMATIC DEVELOPMENT

Abstract

The aim of this article is twofold: 1. to review some literature focusing on instruction in interlanguage pragmatics; and 2. to provide an example of how interlanguage pragmatics research and instruction can be linked. In particular it focuses on explicit and implicit instruction, noticing, awareness raising, and metapragmatic instructions. The following areas of instructional research are discussed: subject of study, research questions, research design and findings. We also refer to how instruction can benefit from interlanguage pragmatics research on the example of the second stage of the project “The role of explicit instruction in developing pragmatic competence in learning English and German as foreign languages” carried out at Goce Delchev University, Stip, Republic of Macedonia.