Russian Language Journal


Victor Frank


research, foreign, second language, investigation


Decades of research have highlighted the central role that instruction, interaction, and feedback play in the acquisition of a foreign or second language, whether in the classroom or in naturalistic contexts, particularly in the domain of interlanguage grammar. The role that these factors play in the acquisition of interlanguage pragmatics has come under rigorous investigation only in the last decade (Barron 2002). In this article, I will discuss the degree to which adult learners of Russian acquire native-­‐‑like pragmatic competence, and present their own unique perspectives on its acquisition, both in the domestic classroom and during study abroad.