Findings from academic research on pragmatics provide the foundation for L2 teaching where pragmatic factors are involved.How to systematically implement these factors in class,course type,language activities and assessment,however,remains a major problem for many teachers,learners and researchers alike.With reference to an innovation in course type(learning while using)in International Chinese Language Education,this paper explores relevant theories behind such an in-novation and,while discussing course design and content areas,teaching models and feedback from learners,describes and highlights the problems and possible solutions encountered in the implementation of the pragmatic approach in L2 teaching and learning.Discussions in this paper,including points of view and facts,are supported by actual practices in the past 20 some years.It is argued that the normal operation(including the smooth ones and those with complications)of a sizeable L2 program,as well as related research,as part of regular teaching programs at a leading university over the years can serve as a strong support for the feasibility of such an approach.
L2 pragmatic systemPragmatic Oriented Approach(POA)teaching modelleaning while usinginnovation in course type
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