This paper describes a classroom-based study on the teaching of reflexive verbs as linguistic elements to express daily routines in Spanish as a foreign language (SFL) from a pragmatic perspective. This perspective advocates the learning and instruction of languages oriented to the development of learners ‘pragmatic knowledge’. Pragmatic knowledge refers to conscious knowledge of the different linguistic resources of a language, and the linguistic and socio-cultural assumptions informing their use across communicative contexts. Participants in this study achieved in general more positive results than learners in other groups of the same level.... [Leer más...]