Chapter published in:
Language Learning, Discourse and Cognition: Studies in the tradition of Andrea Tyler
Edited by Lucy Pickering and Vyvyan Evans
[Human Cognitive Processing 64] 2018
► pp. 249273
References

References

Ajmer, K.
(2002) English discourse particles: Evidence from a corpus. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice. Oxford: Oxford University Press.Google Scholar
Bardovi-Harlig, K.
(2000) Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.Google Scholar
(2008) One functional approach to second language acquisition: The concept-oriented approach. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 57–75). New York: Routledge.Google Scholar
Bardovi-Harlig, K., & Dörnyei, Z.
(1998) Do language learners recognize pragmatic violations? Pragmatic awareness in instructed L2 learning. TESOL Quarterly, 32, 233–262.CrossrefGoogle Scholar
Berman, R. & Slobin, D.
(1994) Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Carter, R. A. & McCarthy, M. J.
(2006) Cambridge grammar of English: A comprehensive guide to spoken and written grammar and usage. Cambridge: Cambridge University Press.Google Scholar
Chaudron, C. & Parker, K.
(1990) Discourse markedness and structural markedness: The acquisition of English noun phrases. Studies in Second Language Acquisition, 12, 43–64.CrossrefGoogle Scholar
Choi, S. & Lantolf, J. P.
(2008) Representation and embodiment of meaning in L2 communication: Motion events in the speech and gesture of advanced L2 Korean and L2 English speakers. Studies in Second Language Acquisition, 30, 191–224.CrossrefGoogle Scholar
Cortazzi, M. & Jin, L.
(1994) Narrative analysis: Applying linguistics to cultural models of learning. In D. Graddol & J. Swann (Eds.), Evaluating language (pp. 75–90). Clevedon, U.K.: Multilingual Matters.Google Scholar
Crosthwaite, P.
(2011) The effect of collaboration on the cohesion and coherence of L2 narrative discourse between English NS and Korean L2 English users. Asian EFL Journal, 13, 135–166.Google Scholar
De Fina, A.
(1997) An analysis of Spanish bien as a marker of classroom management in teacher-student interaction. Journal of Pragmatics, 28, 337–54.CrossrefGoogle Scholar
Fung, L. & Carter, R.
(2007) Discourse markers and spoken English: Native and learner use in pedagogic settings. Applied Linguistics, 28, 410–439.CrossrefGoogle Scholar
Gardner, R.
(2001) When listeners talk: Response tokens and listener stance. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Goodwin, C.
(1995) The negotiation of coherence within conversation. In M. A. Gernsbacher & T. Givón (Eds.), Coherence in spontaneous text (pp. 117–137). Amsterdam: John Benjamins.CrossrefGoogle Scholar
Heritage, J.
(1984) A change-of-state token and aspects of its sequential placement. In J. M. Atkinson & J. Heritage (Eds), Structures of social action (pp. 299–335). Cambridge: Cambridge University Press.Google Scholar
(1998) Oh-prefaced responses to inquiry. Language in Society, 27, 291–334.CrossrefGoogle Scholar
Huebner, T.
(1985) System and variability in interlanguage syntax. Language Learning, 35, 141–163.CrossrefGoogle Scholar
Jarvis, S.
(2002) Topic continuity in L2 English article use. Studies in Second Language Acquisition, 24, 387–418.CrossrefGoogle Scholar
Jarvis, S. & Pavlenko, A.
(2010) Crosslinguistic influence in language and cognition. New York: Routledge.Google Scholar
Linell, P.
(1998) Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Maschler, Y. & Schiffrin, D.
(2015) Discourse markers: Language, meaning, and context. In D. Tannen, H. E. Hamilton, & D. Schiffrin (Eds.), The handbook of discourse analysis. 2nd edition (pp. 189–221). UK: Wiley Blackwell.Google Scholar
Markee, M.
(2000) Conversation analysis. Mahwah, NJ: Laurence Erlbaum.Google Scholar
Mayer, M.
(1969) Frog, where are you? New York: Dial Press.Google Scholar
McCarthy, M. J. & R. A. Carter
(1995) Spoken grammar: What is it and how can we teach it? English Language Teaching Journal, 49(3), 207–218 CrossrefGoogle Scholar
Mitchell, R., Myles, F., & Marsden, E.
(2013) Second language learning theories (3rd edition). New York: Routledge.Google Scholar
Nakahama, Y.
(2003) Development of referential management in L2 Japanese: A film retelling task. Studies in Language and Culture, 25(1), 127–146. Graduate School of Languages and Cultures. Nagoya University.Google Scholar
(2005) Emergence of conversation in a semi-structured L2 English interview. Studies in Language and Culture, 27(1), 133–147. Graduate School of Languages and Cultures. Nagoya University.Google Scholar
(2011) Referent markings in L2 narratives: Effects of task complexity, learners’ L1 and proficiency level. Tokyo: Hituzi Shobo Publishing.Google Scholar
Nakahama, Y. & Kurihara, Y.
(2007) Viewpoint setting in L1 and L2 Japanese narratives. In H. Sirai, S. Arita, M. Hirakawa, S. Inagaki, M. Minami, Y. Oshima-Takane, Y. Shirai & Y. Terao (Eds.), Studies in Language Sciences, 6, 179–194. Tokyo: Kurosio Publishers.Google Scholar
Nakahama, Y., Tyler, A., & van Lier, L.
(2001) Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35, 377–405.CrossrefGoogle Scholar
Norrick, N. R.
(2001) Discourse markers in oral narrative. Journal of Pragmatics, 33, 849–878.CrossrefGoogle Scholar
(2016) Discourse markers in oral narrative. In A. Capone & J. Mey (Eds.), Interdisciplinary studies in pragmatics, culture and society. (pp. 297–327). London: Springer.CrossrefGoogle Scholar
Odlin, T.
(2005) Cross-linguistic influence and conceptual transfer: What are the concepts? Annual Review of Applied Linguistics, 25, 3–25.CrossrefGoogle Scholar
Riessman, C. K.
(1993) Narrative analysis: Qualitative research methods. Newbury Park, London: Sage Publications.Google Scholar
Rose, K.
(2000) An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, 22, 27–67.CrossrefGoogle Scholar
Röver, C.
(2012) What learners get for free: learning of routine formulae in ESL and EFL environments. ELT Journal, 66, 10–21.CrossrefGoogle Scholar
Ryan, J.
(2015) Overexplicit referent tracking in L2 English: Strategy, avoidance, or myth? Language Learning, 65, 824–859.CrossrefGoogle Scholar
Schauer, G.
(2006) Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56, 269–318.CrossrefGoogle Scholar
Schegloff, E. A. & Sacks, H.
(1973) Opening up closings. Semiotica, 8, 289–327.CrossrefGoogle Scholar
Schiffrin, D.
(1987) Discourse markers. Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Shimizu, T.
(2004) Influence of learning context on L2 pragmatic realization: A comparison between JSL and JFL learners’ compliment responses. In N. Taguchi (Ed.), Pragmatic competence (pp. 167–198). Berlin: Mouton de Gruyter.Google Scholar
Slobin, D.
(1991) Learning to think for speaking: Native language, cognition, and rhetorical style. Pragmatics, 1, 7–25.CrossrefGoogle Scholar
(1993) Adult language acquisition: A view from child language study. In C. Perdue (Ed.), Adult language acquisition: Cross-linguistic perspectives (pp. 239–252). Cambridge: Cambridge University Press.Google Scholar
Taguchi, N.
(2008) The role of learning environment in the development of pragmatic comprehension: A comparison of gains between EFL and ESL learners. Studies in Second Language Acquisition, 30, 23–452.CrossrefGoogle Scholar
Tanskanen, S. K.
(2006) Collaborating towards coherence: Lexical cohesion in English discourse. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Wyner, L.
(2014) Second language pragmatic competence: Individual differences in ESL and EFL environments. Working Papers in TESOL and Applied Linguistics, 14, 84–99. Teachers College, Columbia University.Google Scholar
Yosioka, K.
(2008) Gesture and information structure in first and second language. Gesture, 8, 236–255.CrossrefGoogle Scholar