Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 3161
References
Cestero Mancera, A. M., Forment Fernández, M., Gelabert Navarro, M. J., & Martinell Gifre, E.
(2020) Hablar en español sin palabras: Diccionario audiovisual de gestos españoles [Speaking Spanish without words: Audiovisual dictionary of Spanish gestures]. Alcalá de Henares, Servicio de Publicaciones de la Universidad de Alcalá. Retrieved on 10 November 2022 from [URL]Google Scholar
Chen, M., Flowerdew, J., & Anthony, L.
(2019) Introducing in-service English language teachers to data-driven learning for academic writing. System, 87, 1–11. DOI logoGoogle Scholar
Cohen, A. D.
(2005) Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275–301. DOI logoGoogle Scholar
(2017) Teaching and learning second language pragmatics. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 428–452). Routledge.Google Scholar
(2019) Strategy instruction for learning and performing target language pragmatics. In A. U. Chamot, & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 140–152). Multilingual Matters. DOI logoGoogle Scholar
Cohen, A. D., & Ishihara, N.
(2012) Pragmatics. In B. Tomlinson, & H. Masuhara (Eds.), Applied linguistics applied: Connecting practice to theory through materials development (pp. 113–126). Continuum.Google Scholar
Dewaele, J. M.
(2013) Emotions in multiple languages. Palgrave Macmillan.Google Scholar
Ishihara, I., & Tarone, E.
(2009) Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms. In N. Taguchi (Ed.), Pragmatic competence (pp. 101–128). Mouton de Gruyter.Google Scholar
Johns, T.
(1991) Should you be persuaded: Two samples of data-driven learning materials. English Language Research Journal, 4, 1–16.Google Scholar
Kasper, G.
(1997) The role of pragmatics in language teacher education. In K. Bardovi-Harlig, & B. Hartford (Eds.), Beyond methods: Components of second language teacher education (pp. 113–136). McGraw-Hill.Google Scholar
Knight, S. W. P., Sykes, J. M., Forrest, L., Consolini, C. H., & Jimenez, J.
(2022) Meaningful integration in professional communities: Examining user behaviors in Catalyst. CALICO Journal, 39(2), 172–195. DOI logoGoogle Scholar
Lacorte, M.
(2021) Pragmatics and teacher education. In D. A. Koike & C. Félix-Brasdefer (Eds.), The Routledge handbook of Spanish pragmatics: Foundations and interfaces (pp. 468–484). Routledge.Google Scholar
Leńko-Szymańska, A.
(2014) Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260–278. DOI logoGoogle Scholar
Martínez-Flor, A., & Usó-Juan, E.
(2006) A comprehensive pedagogical framework to develop pragmatics in the foreign language classroom: The 6Rs approach. Applied Language Learning, 16(2), 39–64.Google Scholar
McCarthy, M.
(2008) Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41(4), 563–574. DOI logoGoogle Scholar
O’Keeffe, A., & Farr, F.
(2003) Using language corpora in initial teacher education: Pedagogic issues and practical applications. TESOL Quarterly, 37(3), 389–418. DOI logoGoogle Scholar
Pérez-Hernández, L.
(2021) Speech acts in English: From research to instruction and textbook development. Cambridge University Press.Google Scholar
Plonsky, L., & Zhuang, J.
(2019) A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of SLA and pragmatics (pp. 287–307). Routledge. DOI logoGoogle Scholar
Rasikawati, I.
(2019) Corpus-based data-drive learner to augment L2 students’ vocabulary repertoire. International Dialogues on Education, 6(2), 83–98. DOI logoGoogle Scholar
Ritchhart, R., & Church, M.
(2020) The power of making thinking visible: Practices to engage and empower all Learners. John Wiley & Sons.Google Scholar
Rose, K., & Kasper, G.
(2001) Pragmatics in language teaching. Cambridge University Press. DOI logoGoogle Scholar
Salisbury, T., & Crummer, C.
(2008) Using teacher-developed corpora in the CBI classroom. English Teaching Forum, 2, 28–37.Google Scholar
Sykes, J. M.
(2009) Learner request in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatics acquisition. In L. Lomika, & G. Lord (Eds.), The second generation: Online collaboration and social networking in CALL (pp. 199–234). CALICO.Google Scholar
Sykes, J.
(2016) Technologies for teaching and learning intercultural competence and interlanguage pragmatics. In S. Sauro, & C. Chapelle (Eds.), Handbook of technology and second language teaching and learning (pp. 119–133). John Wiley & Sons.Google Scholar
Sykes, J. M., Malone, M. M., Forrest, L., & Sağdıç, A.
(2020) Affordances of digital simulations to measure communicative success. In M. A. Peters, & R. Heraud (Eds.), Encyclopedia of educational innovation (pp. 1–5). Springer. DOI logoGoogle Scholar
Taguchi, N.
(2011) Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. DOI logoGoogle Scholar
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford University Press.Google Scholar
Tajeddin, Z., & Malmir, A.
(2015) The construct of Interlanguage pragmatic learning strategies: Investigating preferences of high vs. low pragmatic performers. Journal of Teaching Language Skills, 6(4), 153–180. DOI logoGoogle Scholar
Tatsuki, D.
(2019) Instructional materials development in L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 322–337). Routledge. DOI logoGoogle Scholar
Vacas Matos, M.
(2017) Diseño y compilación de un corpus multimodal de análisis pragmático para la aplicación a la enseñanza de español L2/LE [Design and compilation of a multimodal corpus for pragmatics in the teaching of Spanish as a second or foreign language] (Unpublished doctoral dissertation). Universidad Autónoma de Madrid.
Vacas Matos, M., & Cohen, A. D.
(2021) Native-like performance of pragmatic features: Speech acts in Spanish. Contrastive Pragmatics, 1–30. DOI logoGoogle Scholar
Vasquez, C., & Sharpless, D.
(2009) The role of pragmatics in the master’s TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5–28. DOI logoGoogle Scholar
Vellenga, H.
(2004) Learning pragmatics from ESL & EFL textbooks: How likely? TESL-EJ, 8(2), 1–17.Google Scholar
Wang, I. K.-H., & Cohen, A. D.
(2021) Investigating learner engagement in strategy instruction focused on vocabulary for academic writing: A case study. System, 99, 1–17. DOI logoGoogle Scholar
(2022) Self-access strategy instruction for academic writing vocabulary: What learners actually do. Applied Linguistics. DOI logoGoogle Scholar