Abstract
This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and gave academic oral presentations that elicited the use of pragmatic markers. Moreover, a subset of 34 students received instruction on L2 pragmatics from an English as an International Language perspective. The results revealed an interplay among language attitude, instruction and L2 pragmatic competence which highlights the importance of focusing on students’ IDs to maximise their pragmatic learning.
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