Recognising L2 Pragmatics Learning as a Morally Embedded and Psychologically Challenging Process

Abstract

Traditional understandings of pragmatic competence within the field of second language acquisition have tended to emphasise the learner's ability to successfully comprehend the pragmatic norms of ‘native speakers’ in terms of mappings between linguistic forms, functions, and context. Yet such theoretical understandings have tended not to acknowledge that engaging with new norms relating to common pragmatic acts such as greetings, requests, apologies, compliments, offers etc. is a morally embedded process that has the potential to challenge learners’ deep assumptions about socially (in)appropriate linguistic behaviour and generate negative evaluations of difference based on a sense of psychological threat. What this means is that models of pragmatic competence have not considered the need for learners to become able to manage the emotional tensions that emerge as part of their engagement with new linguistic practices and their attempts to establish a sense of legitimacy as social actors within the new language. This stands in contrast to the increasing emphasis on emotions in language teaching and learning more broadly. This critical commentary will draw on research at the intersections of pragmatics and moral psychology to argue for the need to recognise the profoundly affective nature of L2 pragmatics learning and the management of defensive reactions to pragmatic and cultural differences as a key constituent of pragmatic competence. It will be argued that psychological resistance to certain aspects of L2 pragmatics needs to be viewed as a normal part of the learning process and the inevitably non‐linear process of pragmatic development.