Interlanguage Pragmatics (ILP) is a comparatively nascent area in linguistics that derived its roots from pragmatics theory and developments in L2 pedagogy and research in the 1970s. ILP research is also greatly affected by Hymes’s (1971, 1972) concept of communicative competence which placed a premium upon development away from a more grammar-oriented L2 pedagogy influenced by Chomsky’s (1957, 1965) postulations.

The field of discourse analysis also covers the same ground as pragmatics, sharing the same interest in function, discourse and context (Neddar, 2012). Recent research in interlanguage pragmatics (ILP) and discourse analysis (DA) has substantiated that some aspects of pragmatics and discourse are amenable to instruction in the second or foreign language classrooms. However, there are still controversies over the most conducive teaching approaches and the required materials. Therefore, adopting a cross-cultural pragmatic approach to foreign language teaching, this special issue aims to highlight the relation between discourse analysis and pragmatics and improve the dissemination of advanced research in the area of ILP and discourse analysis that can fulfill the students, teachers, and researchers’ expectations. Original research papers are solicited in any aspect of ILP and discourse analysis.

Aims and Scope:

1. Interlanguage Pragmatics
2. Pragmatics of Language Teaching
3. Teachability of Pragmatics
4. Testability of Pragmatics
5. Language, Context, and Discourse
6. Discourse and Society/Discourse Communities
7. Patterns of Classroom Discourse
8. Written and Spoken Genres across Cultures
9. Applications of Genre Analysis
10. Conversation Analysis
11. Critical Discourse Analysis
12. Discourse Analysis and Language Teaching
13. Implicature
14. Im/politeness