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This study examines the importance of pragmatic competence in L2 learning and the effectiveness of explicit and implicit instruction in improving learners' pragmatic competence. It also aims to create new instructional materials for the development of non-native ELLs' pragmatic competence and implement pragmatic knowledge transfer in language classes.The findings suggest that explicit instruction in pragmatics is more effective than the implicit one, and contextualized instruction is more effective than the decontextualized one. Learners who received explicit contextualized instruction in pragmatics outperformed those who received implicit instruction and were better able to transfer their knowledge to new contexts.The study also highlights the lack of appropriate material on pragmatics in EFL textbooks, which hinders students' pragmatic competence. The inclusion of pragmatics in the standard curriculum of language schools could lead to better, faster, and more efficient learning of cross-cultural pragmatics.
