Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction processEdited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. xvii–xxii
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. xvii–xxii
Foreword
References (7)
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Gilabert, R., & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In K. McDonough, & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 45–70). John Benjamins.
Ishihara, N. (2019). Identity and agency in L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 161–175). Routledge.
Plonsky, L., & Zhuang, J. (2019). A meta-analysis of second language pragmatics instruction. In N. Taguchi (Ed.), Routledge handbook of second language acquisition and pragmatics (pp. 287–307). Routledge.
Sánchez-Hernández, A., & Barón, J. (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 26(2), 163–170.
Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21–42). Oxford University Press.
Usó Juan, E., & Martínez-Flor, A. (2021). Teacher pragmatic awareness in English as an International Language. In Z. Tajeddin, & M. Alemi (Eds.), Pragmatics pedagogy in English as an international language (pp. 44–58). Routledge.