Denny, HGBasturkmen, HFerryok, ASkyrme, G2011-08-112011-08-152011-08-112011-08-1520112011New Zealand Studies in Applied Linguistics, vol.17(1), pp.102 - 107, 7https://hdl.handle.net/10292/1731Limited knowledge of pragmatics (the socio-cultural 'rules' of interaction in a community and how they are realised in language) can constitute a barrier to successful communication in a second language (Eslami-Rasekh, 2005; Yates, 2008), particularly for advanced learners whose pragmatic mistakes are regarded as more serious than grammatical errors by native speakers (Bardovi-Harlig and Dornyei, 1998). Recent research indicates that L2 pragmatics can be taught and are in general best learned by explicit instruction (Jeon and Kaya, 2006).BookNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version)teacher educationteaching pragmaticsauthentic materialsJournal ArticleOpenAccess