This paper, given as a plenary at the 1997 TESOL Convention, explores the ‘teachability’ of pragmatic ability in a second or foreign language. It is demonstrated that some aspects of pragmatic competence are not acquired without pedagogic intervention. Classroom-based research of instruction in different pragmatic aspects provides strong support for the teachability of pragmatic ability. Suggestions for consciousness-raising activities and communicative practice are offered, and the goals of pragmatic learning in language education are reconsidered.
