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Pragmatics made its entrance to second language research thirty years ago, mainly under the influence of curricular interests in teaching and testing language for communication and sociolinguistic concerns with intercultural discourse. In contrast to theories that share the view of SLA as individual cognition, SCT, language socialization, and conversation analysis propose (or are compatible with) L2 learning as a socially constituted-not merely socially influenced-inter-individual process, situated in and intertwined with social activities. This Paper will discuss research on developmental interlanguage pragmatics conducted explicitly under one (or more) of the theoretical perspectives introduced earlier: theories of cognitive processing, sociocultural theory, language socialization, and conversation analysis.