Task-Based Approaches to Teaching and Assessing Pragmatics

Several researchers have pointed out synergies between task-based language assessment (TBLA) and L2 pragmatics assessment, insofar as both domains are based on a concern for effective communication in context (Kim & Taguchi, 2015; Norris, 2016; Timpe-Laughlin, Wain, & Schmidgall, 2015). It is therefore surprising that very little research has been carried out on pragmatics in TBLA. Kim and Taguchi (2015), for example, highlighted that “[p]ragmatics has been a particularly underinvestigat