Abstract
Summary The article investigates the process of language teaching as one of communication in what is, necessarily, a cross‐cultural context. The potential for misunderstanding in such a situation is high, and the author focuses upon the nature of the errors which can ensue: these are designated ‘pragmatic’, as distinct from ‘grammatical’, errors. He then develops a model whereby pragmatic error may be better understood, by differentiating between different levels of discourse.
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