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Pre- and post-enrichment phases for both groups consisted of role play-type tasks in dyads, and self-assessment of performances. Comparing these phases, the enrichment group saw a significant increase in self-evaluation scores; similarly, analysis of request performances found significant increases in conversational features and strategies. However, there was no significant change in the ways enrichment group participants connected their language choices to social context. Results are discussed, and implications for classroom practice suggested.<\/jats:p>","DOI":"10.1075\/lllt.58.12nic","type":"book-chapter","created":{"date-parts":[[2023,3,21]],"date-time":"2023-03-21T01:11:07Z","timestamp":1679361067000},"page":"293-318","source":"Crossref","is-referenced-by-count":3,"title":["A concept-based approach to teaching L2 pragmatics"],"prefix":"10.1075","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6178-3171","authenticated-orcid":true,"given":"Allan","family":"Nicholas","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02pg0e883","id-type":"ROR","asserted-by":"publisher"}],"name":"University of Aizu"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7800-4234","authenticated-orcid":true,"given":"Jeremy","family":"Perkins","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/02pg0e883","id-type":"ROR","asserted-by":"publisher"}],"name":"University of 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