"Pragmatics & Language Learning. Volume 13" examines the organization of second language and multilingual speakers' talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected among ESL and EFL learners from a variety of backgrounds, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings. This book contains the following chapters: (1) A Coming of Age of Conversation Analysis and Applied Linguistics (Jean Wong); (2) Expanding Resources for Marking Direct Reported Speech (Eric Hauser); (3) Prioritization: A Formulation Practice and Its Relevance for Interaction in Teaching and Testing Contexts (Yusuke Okada); (4) Turn-Taking Practices in Conversation-for-Learning (Tomomi Otsu and Nathan P. Krug); (5) Working Through Disagreement in English Academic Discussions Between L1 Speakers of Japanese and L1 Speakers of English (Noël Houck and Seiko Fujiii); (6) Collaborative Creation of Spoken Language Corpora (Michael Haugh and Wei-Lin Melody Chang); (7) Acquisition of the Pragmatic Marker "Like" by German Study Abroad Adolescents (Averil Grieve); (8) On Saying the Same Thing: Issues in the Analysis of Conventional Expressions in L2 Pragmatics (Kathleen Bardovi-Harlig); (9) The Effects of Explicit Metapragmatic Instruction on EFL Learners' Performance of Constructive Criticism in an Academic Setting (Nguyen Thi Thuy Minh, Pham Minh Tam, and Cao Thuy Hong); and (10) Pragmatic Awareness of Japanese EFL Learners in Relation to Individual Differences: A Cluster Analytic Approach (Kazuhito Yamato, Kenji Tagashira, and Takamichi Isoda). [For Volume 12, see ED512704.]