This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is divided into three main sections: Acquisition of Second-Language Pragmatics, Research in Pedagogical Contexts, and Brief Summaries and Reports. The articles advance our understanding of second language pragmatics with regard to learning and the use of pragmalinguistic resources necessary to produce and comprehend speech acts, conventional expressions, discourse markers, relational talk to develop L2 symbolic competence, and polite expressions in language textbooks. After an introduction from the editors, chapters include: (1) Offering Advice: Length of Residence or Intensity of Interaction? (Elizabeth Flores-Salgado); (2) Semantic and Pragmatic Causal Relations in Native Speaker and L2 Learner Oral Discourse: The Use of the Spanish Connective "Porque" (Sarah E. Blackwell and Margaret Lubbers Quesada); (3) Perceptions of Spanish L2 Writing Quality: The Role of Discourse Markers and Sentence-level Phenomena (Mai Kuha, Lisa M. Kurisack, and Elizabeth M. Riddle); (4) The Interactional Establishment of the Membership Category "Nonnative Speaker" in Gatekeeping Encounters (Louise Tranekjaer and Katherine Kappa); (5) Effects of Metapragmatic Instruction on the Production of Compliments and Compliment Responses: Learner-Learner Role-plays in the Foreign Language Classroom (Maria Hasler-Barker); (6) Challenges Facing Mexican EFL learners: Disagreement and local pragmatic practices (Gerrard Mugford); (7) Playful Performances of Russianness and L2 Symbolic Competence (Maria Shardakova); (8) Do EFL Teachers in Serbia Have What They Need to Teach L2 Pragmatics? Novice Teachers' Views of Politeness (Milica Savic); (9) Noticing of Pragmatic Features During Spoken Interaction (Tetyana Sydorenko and Gwen Heller Tuason); (10) "Always remember to say please and thank you": Teaching Politeness with German EFL Textbooks (Holger Limberg); and (11) A Research-based Teaching Unit for ESL/EFL Students: Responses to Gratitude (Sara Gesuato). Brief summaries and reports include: (12) How Formulaic is Pragmatics? (Kathleen Bardovi-Harlig); (13) The Design and Construction of Websites to Promote L2 Pragmatics (Andrew D. Cohen); and (14) A Corpus Linguistic Analysis of On-line Peer Commentary (Naoko Taguchi, David Kaufer, María Pía Gómez-Laich, and Helen Zhao).