Second language pragmatic development in study abroad contexts

Abstract This special issue illustrates current research on the development of second language (L2) pragmatic competence in study abroad (SA) contexts. In doing so, it accounts for the complexity entailed in learning the linguistic and sociocultural norms of interaction with people of diverse backgrounds while facing the multiple challenges involved in adapting to a new and unknown setting. This introduction to the special issue presents key topics and previous findings that frame such processes of L2 pragmatic development. These include (1) a description of study abroad as a context for L2 pragmatic development, (2) pragmatic targets that students learn during SA, (3) internal and external factors that are likely to play a role in the learning process, and (4) the role of instruction in helping students maximize their stays abroad in terms of pragmatic learning. Finally, an overview of the articles included in this special issue is provided, highlighting how they contribute to the key themes illustrated throughout this introductory section.