Article published in:
Applied Pragmatics
Vol. 2:2 (2020) ► pp. 199226
Bardovi-Harling, K., Hartford, B. A., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W.
(1991) Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4–15. CrossrefGoogle Scholar
Bolden, G.
(2008) Reopening Russian conversations: The discourse particle –to and the negotiation of interpersonal accountability in closings. Human Communication Research, 34(1), 99–136. CrossrefGoogle Scholar
Boxer, D., & Pickering, L.
(1995) Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49(1), 44–58. CrossrefGoogle Scholar
Button, G.
(1987) Moving out of closings. In G. Button & J. R. Lee (Eds.), Talk and social organization (pp. 101–151). Multilingual Matters.Google Scholar
Byrnes, H.
(1989) Whither foreign language pedagogy: Reflections in textbooks, reflections on textbooks. Unterrichtspraxis /Teaching German, 21(1), 29–36. CrossrefGoogle Scholar
Cameron, D.
(2001) Working with spoken discourse. Sage.Google Scholar
Canavan, A., & Zipperlen, G.
(1996a) CALLFRIEND Mandarin Chinese-Mainland Dialect LDC96S55. Linguistic Data Consortium.Google Scholar
(1996b) CALLFRIEND Mandarin Chinese-Taiwan Dialect LDC96S56. Linguistic Data Consortium.Google Scholar
(1996c) CALLHOME Mandarin Chinese Speech LDC96S34. Linguistic Data Consortium.Google Scholar
Clark, H., & French, W.
(1981) Telephone goodbyes. Language in Society, 10(1), 1–19. CrossrefGoogle Scholar
Crandall, E., & Basturkmen, H.
(2004) Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38–49. CrossrefGoogle Scholar
Ekin, M. T. Y.
(2013) Do current EFL coursebooks work for the development of L2 pragmatic competence? The case of suggestions. Procedia-Social and Behavioral Sciences, 931, 1306–1310. CrossrefGoogle Scholar
Hartford, B., & Bardovi-Harlig, K.
(1992) Closing the conversation: Evidence from the academic advising session. Discourse Processes, 15(1), 93–116. CrossrefGoogle Scholar
Kasper, G.
(1997) Can pragmatic competence be taught? (Network #6). University of Hawai’i, Second Language Teaching & Curriculum Center. Retrieved from http://​nflrc​.hawaii​.edu​/NetWorks​/NW06​/default​.html
Levinson, S.
(1983) Pragmatics. Cambridge University Press. CrossrefGoogle Scholar
Li, C., & Thompson, S.
(1981) A functional reference grammar of Mandarin Chinese. University of California Press.Google Scholar
Li, D.
(2008) Issues in Chinese language curriculum and materials development. In P. Duff & P. Lester (Eds.), Issues in Chinese language education and teacher development (pp. 49–69). Centre for Research in Chinese Language and Literacy Education.Google Scholar
Li, S.
(2016) Pragmatics information in selected Business Chinese (BC) textbooks in the US. Chinese as a Second Language. Journal of the Chinese Language Teachers Association, 51(2), 191–217.Google Scholar
Li, Y., Wen, X., & Xie, T.
(2014) CLTA 2012 survey of college-level Chinese language programs in North America. Journal of the Chinese Language Teachers Association, 49(1), 1–49.Google Scholar
Lim, N. E., & Hong, H.
(2012) Intensifiers as stance markers: A corpus study on genre variations in Mandarin Chinese. Chinese Language and Discourse, 3(2), 129–166. CrossrefGoogle Scholar
Mandarin Training Center at National Taiwan Normal University
(2008) Practical audio-visual Chinese (2nd ed.). Zheng Zhong Books.Google Scholar
McGrath, I.
(2013) Teaching materials and the roles of EFL/ESL teachers: Practice and theory. Bloomsbury Academic.Google Scholar
Ministry of Education of People’s Republic of China
(2007) The language situation in China. The Commercial Press.Google Scholar
Nguyen, M.
(2011) Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1), 17–30. CrossrefGoogle Scholar
Pavlidou, T.
(1997) The last five turns: Preliminary remarks on closings in Greek and German telephone calls. International Journal of the Sociology of Language, 126(1), 145–162. CrossrefGoogle Scholar
(1998) Greek and German telephone closings. Pragmatics: Quarterly Publication of the International Pragmatics Association (IPrA), 8(1), 79–94. CrossrefGoogle Scholar
Richards, J. C.
(1998) Beyond training: Perspectives on language teacher education. Cambridge University Press.Google Scholar
Schegloff, E., & Sacks, H.
(1973) Opening up closings. Semiotica, 8(4), 289–327. CrossrefGoogle Scholar
Sun, H.
(2005) Collaborative strategies in Chinese telephone conversation closings. Pragmatics: Quarterly Publication of the International Pragmatics Association (IPrA), 15(1), 109–128. CrossrefGoogle Scholar
Takami, T.
(2002) A study on closing sections of Japanese telephone conversations. Working Papers in Educational Linguistics, 18(1), 66–85.Google Scholar
Tannen, D.
(1989) Talking voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge University Press. CrossrefGoogle Scholar
Thomas, J.
(1983) Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91–112. CrossrefGoogle Scholar
Vellenga, H.
(2004) Learning pragmatics from ESL & EFL textbooks: How likely? TESL-EJ, 8(2), 1–18.Google Scholar
Wei, H., Li, B., & Wang, C.
(2014) Duiwai hanyu jiaoxue kecheng shezhi ji jiaocai shiyong xianzhuang yanjiu [Research of curriculum design and the current use of textbooks for Chinese as a second language]. Sichuan University Press.Google Scholar
Wolfson, N.
(1983) An empirically based analysis of complimenting in American English. In N. Wolfson & E. Jodd (Eds.), Sociolinguistics and language acquisition (82–95). Newbury House.Google Scholar
Yin, S.
(1999) Regarding the modal particle “ha” and “ha”-sentences. Fangyan, 21, 95–103.Google Scholar
Zhang, D.
(2014) More than “Hello” and “Bye-bye”: Opening and closing the online chats in Mandarin Chinese. Computer Assisted Language Learning, 27(6), 528–544. CrossrefGoogle Scholar