Abstract: The present study applies ethnographic perspectives to pragmatic teaching in China. Within the contexts of English as a lingua franca, the pragmatic materials and teaching approaches based on L2 pragmatic norms seem insufficient in promoting learners’ pragmatic competence during the ELF diversity of communications. Accordingly, new pragmatic norms and teaching strategies are needed. In the present study, by highlighting learner-centeredness in language learning, the author proposes a “learners-as-ethnographers” approach to pragmatic teaching, aiming to promote learners’ pragmatic awareness and interactional competence by involving them into the ELF interactions. This approach, integrated with classroom activities, will hopefully promote learners’ pragmatic competence effectively.