L2 Pragmatics in Action

The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agree