Some remarks on pragmatics schemata and second language teaching

Abstract

This paper should be understood as a theoretical attempt to clear up the conceptual pathway leading from the notions of linguistic and communicative competence to that oflanguage capacity. It is expected that a better understanding of such notions from a linguistic perspective will provide the practicioner with sol id grounds on which to build the foundations of a methodological reorientation. Thus, the principies expounded he re are expected to be applicable to L2 pedagogy.