Abstract: This article compares the differences of pragmatics teaching under the two paradigms of English as a foreign language (EFL) and English as a lingua franca (ELF). The author first examines the relationship among language, teacher, and learner guided by the communicative language teaching and other methods, followed by two case studies of pragmatics from her own research and teaching. She concludes that the purpose of teaching pragmatics under ELF is not to create any new norm or standard but to cultivate multicultural competence, empathy, and attitudes towards diversification necessary for effective communication in intercultural communication.