Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and L2 pragmatics. These studies are grouped by their main focus of investigation: (1) the task, (2) the technology, or (3) the L2 pragmatic feature. As a whole, these studies show the possibilities that tasks and technology-mediated contexts have to engage learners in discursive practices that may not be possible otherwise, exposing them to the cyberpragmatics of an ever-growing digital world. Finally, lines of new research to advance the field are suggested.

发展语用能力意味着学习影响文化参与者行为的规范和原则（即社会语用学）以及选择语言来实现这些规范的能力（即语用语言学）。学习在第二语言 (L2) 中语用恰当并不容易，尽管没有指导也有可能，但研究表明指导有助于发展（Plonsky & Zhuang，2019）。本文主张以技术为中介的任务是促进二语语用发展的一种优秀而有效的教学工具。本文将介绍一些包含技术和语用学的研究的关键发现，以及那些研究任务和二语语用学的研究，然后重点关注那些包含三个要素的研究：任务、技术和 L2 语用学。这些研究按他们的主要研究重点分组：（1）任务，（2）技术，或（3）L2语用特征。总体而言，这些研究表明，任务和以技术为媒介的情境有可能使学习者参与到话语实践中，否则这些实践可能是不可能的，从而使他们接触到不断增长的数字世界的网络语用学。最后，提出了推进该领域的新研究方向。