Article in:
Applied Pragmatics
Vol. 3:2 (2021) ► pp. 136162
References

References

Bardovi-Harlig, K., & Bastos, M. T.
(2011) Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. CrossrefGoogle Scholar
Bouton, L. F.
(1988) A cross-cultural study of ability to interpret implicatures in English. World Englishes, 7(2), 183–196. CrossrefGoogle Scholar
(1992) The interpretation of implicature in English by NNS: Does it come automatically – Without being explicitly taught? In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning: Vol 3, (pp. 53–65). University of Illinois.Google Scholar
(1994a) Conversational implicature in second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22(2), 157–167. CrossrefGoogle Scholar
(1994b) Can NNS Skill in interpreting implicature in American English be improved through explicit instruction? A pilot study. In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning (Vol. 5, pp. 89–109). University of Illinois.Google Scholar
Brown, P., & Levinson, S.
(1987) Politeness: Some universals in language use. Cambridge University Press. CrossrefGoogle Scholar
Cook, M., & Liddicoat, A.
(2002) The development of comprehension in interlanguage pragmatics: The case of request strategies in English. Australian Review of Applied Linguistics, 25(1), 19–39. CrossrefGoogle Scholar
Culpeper, J., Mackey, A., & Taguchi, N.
(2018) Second language pragmatics: From theory to research. Routledge. CrossrefGoogle Scholar
Cutting, J.
(2008) Pragmatics and discourse: A resource book for students (2nd ed.). Routledge.Google Scholar
Dewey, D. P.
(2017) Measuring social interaction during study abroad: Quantitative methods and challenges. System, 71, 49–59. CrossrefGoogle Scholar
Eslami, Z. R., & Ahn, S. J.
(2014) Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence. Applied Research on English Language, 3(1), 9–28. CrossrefGoogle Scholar
Freed, B., Segalowitz, N., & Dewey, D.
(2004) Context of learning and second language fluency in French. Studies in Second Language Acquisition, 26(2), 277–303. CrossrefGoogle Scholar
Garcia, P.
(2004a) Developmental differences in speech act recognition: A pragmatic awareness study. Language Awareness, 13(2), 96–115. CrossrefGoogle Scholar
(2004b) Pragmatic comprehension of high and low level language learners. TESL-EJ, 8(2), 1–15.Google Scholar
Grice, H. P.
(1975) Logic and conversation. In P. Cole & J. L. Morgan, (Eds.), Speech acts (pp. 41–58). Academic Press. CrossrefGoogle Scholar
Hoffman, R. R.
(1984) Recent psycholinguistic research on figurative language. Annals of the New York Academy of Science, 433, 137–166. CrossrefGoogle Scholar
Hulstijn, J. H.
(2011) Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229–249. CrossrefGoogle Scholar
Kasper, G., & Rose, K. R.
(2002) Pragmatic development in a second language. Blackwell.Google Scholar
Kim, J., & Lantolf, J.
(2018) Developing conceptual understanding of sarcasm in L2 English through explicit instruction. Language Teaching Research, 22(2), 208–229. CrossrefGoogle Scholar
Kim, Y., & Taguchi, N.
(2016) Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49(1), 42–57. CrossrefGoogle Scholar
Köylü, Y.
(2018) Comprehension of conversational implicatures in English. Intercultural Pragmatics, 15(3), 373–408. CrossrefGoogle Scholar
Long, M. H.
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of language acquisition: Vol. 2. Second language acquisition (pp. 413–468). Academic Press. CrossrefGoogle Scholar
Mackey, A.
(1999) Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557–587. CrossrefGoogle Scholar
Matsumura, S.
(2003) Modeling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465–491. CrossrefGoogle Scholar
Niezgoda, K., & Roever, C.
(2001) Pragmatic and grammatical awareness: A function of the learning environment? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 63–79). Cambridge University Press. CrossrefGoogle Scholar
Pearson Education
(2015) Longman dictionary of contemporary English (6th ed.). Pearson. https://​www​.ldoceonline​.com
Plonsky, L., & Oswald, F. L.
(2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. CrossrefGoogle Scholar
Plonsky, L., & Ghanbar, H.
(2018) Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713–731. CrossrefGoogle Scholar
Roever, C.
(2005) Testing ESL pragmatics: Development and validation of a web-based assessment battery. Peter Lang. CrossrefGoogle Scholar
(2013) Testing implicature under operational conditions. In S. J. Ross & G. Kasper (Eds.), Assessing second language pragmatics (pp. 43–64). Palgrave Macmillan. CrossrefGoogle Scholar
Roever, C., Wang, S., & Brophy, S.
(2014) Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics in Language Teaching, 52(4), 377–401. CrossrefGoogle Scholar
Sağdıç, A.
(2019) From researchers to L2 classrooms: Teaching pragmatics through collaborative tasks. In S. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Connecting research and practice (pp. 113–127). Brill. CrossrefGoogle Scholar
Sağdıç, A., & Reagan, D.
2021). “I have a question”: A corpus-based analysis of target discourse in office hour interactions. In M. J. Ahmadian & M. H. Long Eds. The Cambridge handbook of task-based language teaching Cambridge University Press
Sánchez-Hernandez, A., & Alcón-Soler, E.
(2019) Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 54–71. CrossrefGoogle Scholar
Schmidt, R.
(1993) Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21–42). Oxford University Press.Google Scholar
Searle, J.
(1969) Speech acts. Cambridge University Press. CrossrefGoogle Scholar
Sperber, D., & Wilson, D.
(1995) Relevance: Communication and cognition (2nd ed.). Cambridge University Press.Google Scholar
Taguchi, N.
(2005) Comprehending implied meaning in English as a foreign language. The Modern Language Journal, 89(4), 543–562. CrossrefGoogle Scholar
(2007) Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41(2), 313–338. CrossrefGoogle Scholar
(2008) Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning, 58(1), 33–71. CrossrefGoogle Scholar
(2009) Corpus-informed assessment of comprehension of conversational implicatures in L2 English. TESOL Quarterly, 43(4), 738–749. CrossrefGoogle Scholar
(2011) The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61(3), 904–939. CrossrefGoogle Scholar
(2012) Context, individual differences and pragmatic competence. Multilingual Matters. CrossrefGoogle Scholar
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford University Press.Google Scholar
Thomas, J.
(1983) Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–112. CrossrefGoogle Scholar
(1995) Meaning in interaction: An introduction to pragmatics. Longman.Google Scholar
Xiao, F.
(2015) Proficiency effect on L2 pragmatic competence. Studies in Second Language Learning and Teaching, 5(4), 557–581. CrossrefGoogle Scholar