Task Based approaches to teaching and assessing pragmatics Task based approaches to teaching and assessing pragmatics : an overview Naoko Taguchi & YouJin Kim Learning of Korean honorifics through collaborative tasks : comparing heritage and foreign language learners Minkyung Kim Hakyoon Lee & YouJin Kim Effects of task supported language teaching on learners use and knowledge of el request mitigators Eva Alcón Soler Task complexity effects on interaction during a collaborative persuasive writing task : a conversation analytic perspective María Pía Gomez Laich & Naoko Taguchi Task modality effects on Spanish learners interlanguage pragmatic development Derek Reagan & Caroline Payant Developing pragmatic competence through tasks in EFL contexts : does proficiency play a role Mayya Levkina Independently measuring cognitive complexity in task design for interlanguage pragmatics development Roger Gilabert & Júlia Barón Pragmatics tasks and technology : a synergy Marta Gonzalez Lloret & Lourdes Ortegas Task design and validity evidence for assessment of L2 pragmatics in interaction Soo Jung Youn The effects of task type and L2 proficiency on discourse appropriacy in oral task performance Monika Ekiert Sofia Lampropoulou Andrea Révész & Eivind Torgersen Assessing functional adequacy of L2 performance in a task based approach Folkert Kuiken & Ineke Vedder Pragmatics in task based language assessment : opportunities and challenges Veronika Timpe Laughlin This volume is the first book length attempt to bring together the fields of task based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT pragmatics connection is illustrated in a variety of constructs (e.g. speech acts honorifics genres interactional features) methods (e.g. quantitative quasi experimental conversation analysis) and topics (e.g. instructed SLA heritage language learning technology enhanced teaching assessment and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially situated real world communicative needs