Article published in:
Pragmatics & Cognition
Vol. 26:2/3 (2019) ► pp. 447473
References
Alcón Soler, Eva & Pilar Safont Jordà
2008Pragmatic awareness in second language acquisition. In Jasone Cenoz & Nancy H. Hornberger (eds.), Encyclopedia of language and education, 2nd edn, vol. 61, 193–204. New York: Springer. CrossrefGoogle Scholar
Bardovi-Harlig, Kathleen
2014Awareness of meaning of conventional expressions in second-language pragmatics. Language Awareness 23(1–2). 41–56. CrossrefGoogle Scholar
2015Operationalizing conversation in studies of instructional effect in L2 pragmatics. System 481. 21–34. CrossrefGoogle Scholar
Bardovi-Harlig, Kathleen & Zoltán Dörnyei
1998Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly 32(2). 233–262. CrossrefGoogle Scholar
Bardovi-Harlig, Kathleen & Robert Griffin
2005L2 pragmatic awareness: Evidence from the ESL classroom. System 33(3). 401–415. CrossrefGoogle Scholar
Bella, Spyridoula
2012Pragmatic awareness in a second language setting: The case of L2 learners of Greek. Multilingua 31(1). 1–33. CrossrefGoogle Scholar
Boo, Zann, Zoltán Dörnyei & Stephen Ryan
2015L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System 551. 147–157. CrossrefGoogle Scholar
Cheng, Tsui-Ping
2016Authentic L2 interaction as material for a pragmatic awareness-raising activity. Language Awareness 25(3). 159–178. CrossrefGoogle Scholar
Chiravate, Boonjeera
2012The effects of motivation and proficiency on pragmatic and grammatical awareness in foreign language learning. In Wai Meng Chan, Kwee Nyet Chin, Sunil Kumar Bhatt & Izumi Walker (eds.), Perspectives on individual characteristics and foreign language education, 93–114. Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Cohen, Jacob
1988Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Cook, Haruko Minegishi
2001Why can’t learners of Japanese as a foreign language distinguish polite from impolite speech styles? In Kenneth R. Rose & Gabriele Kasper (eds.), Pragmatics in language teaching, 80–102. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Csizér, Kata & Gyula Tankó
2017English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics 38(3). 386–404. CrossrefGoogle Scholar
Diepenbroek, Lori G. & Tracey M. Derwing
2013To what extent do popular ESL textbooks incorporate oral fluency and pragmatic development? TESL Canada Journal 30(7). 1–20. CrossrefGoogle Scholar
Dörnyei, Zoltán
2005The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
2007Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.Google Scholar
2009The L2 Motivational Self System. In Zoltán Dörnyei & Ema Ushioda (eds.), Motivation, language identity and the L2 self, 9–42. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Dörnyei, Zoltán & Ema Ushioda
2011Teaching and researching motivation, 2nd edn. Harlow: Pearson Education.Google Scholar
Ellis, Rod
2015Understanding second language acquisition, 2nd edn. Oxford: Oxford University Press.Google Scholar
González-Lloret, Marta
2019Technology and L2 pragmatic learning. Annual Review of Applied Linguistics 391. 113–127. CrossrefGoogle Scholar
Halenko, Nicola & Christian Jones
2011Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System 39(2). 240–250. CrossrefGoogle Scholar
Holliday, Adrian
2010Analysing qualitative data. In Brian Paltridge & Aek Phakiti (eds.), Continuum companion to research methods in applied linguistics, 98–110. London: Continuum.Google Scholar
Kasper, Gabriele & Kenneth R. Rose
2002Pragmatic development in a second language. Oxford: Blackwell Publishers.Google Scholar
Li, Citing & Xuesong (Andy) Gao
2017Bridging ‘what I said’ and ‘why I said it’: The role of metapragmatic awareness in L2 request performance. Language Awareness 26(3). 170–190. CrossrefGoogle Scholar
Mackey, Alison & Suan Gass
2016Second language research: Methodology and design, 2nd edn. United Kingdom: Routledge.Google Scholar
Matsumura, Shoichi
2003Modelling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics 24(4). 465–491. CrossrefGoogle Scholar
McConachy, Troy & Kaori Hata
2013Addressing textbook representations of pragmatics and culture. ELF Journal 67(3). 294–301. CrossrefGoogle Scholar
Nguyen, Minh Thi Thuy
2011Learning 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
Niezgoda, Kimberly & Carsten Röver
2001Pragmatic and grammatical awareness: A function of learning environment? In Kenneth R. Rose & Gabriele Kasper (eds.), Pragmatics in language teaching, 63–79. New York: Cambridge University Press. CrossrefGoogle Scholar
Noels, Kimberly, Richard Clément & Luc Pelletier
2001Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review 57(3). 424–442. CrossrefGoogle Scholar
Rasool, Ghulam & Paula Winke
2019Undergraduate students’ motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System 821. 50–62. CrossrefGoogle Scholar
Ren, Wei
2014A longitudinal investigation into L2 learners’ cognitive processes during study abroad. Applied Linguistics 35(5). 575–94. CrossrefGoogle Scholar
2015L2 pragmatic development in study abroad contexts. Bern: Peter Lang. CrossrefGoogle Scholar
2018Developing pragmatic competence in study abroad contexts. In Cristina Sanz & Alfonso Morales-Front (eds.), The Routledge handbook of study abroad research and practice, 119–133. London: Routledge. CrossrefGoogle Scholar
Ren, Wei & Zhengrui Han
2016The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal 70(4). 424–434. CrossrefGoogle Scholar
Ryan, Stephen
2009Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Zoltán Dörnyei & Ema Ushioda (eds.), Motivation, language identity and the L2 self, 120–143. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Sasaki, Miyuki, Yoko Kozaki & Steven J. Ross
2017The impact of normative environments on learner motivation and L2 reading ability growth. The Modern Language Journal 101(1). 163–178. CrossrefGoogle Scholar
Schauer, Gila A.
2009Interlanguage pragmatic development: The study abroad context. London: Continuum.Google Scholar
Schumann, John H.
1986Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development 7(5). 379–392. CrossrefGoogle Scholar
Sugita McEown, Maya, Kimberly A. Noels & Kristie D. Saumure
2014Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System 451. 227–241. CrossrefGoogle Scholar
Taguchi, Naoko
2008The 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(4). 423–452. CrossrefGoogle Scholar
2018Description and explanation of pragmatic development: Quantitative, qualitative, and mixed methods research. System 751. 23–32. CrossrefGoogle Scholar
Taguchi, Naoko & Noriko Ishihara
2018The pragmatics of English as a Lingua Franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics 381. 80–101. CrossrefGoogle Scholar
Taguchi, Naoko & Carsten Roever
2017Second language pragmatics. Oxford: Oxford University Press.Google Scholar
Taguchi, Tatsuya, Michael Magid & Mostafa Papi
2009The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Zoltán Dörnyei & Ema Ushioda (eds.) Motivation, language identity and the L2 self, 66–97. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Tajeddin, Zia & Amir Zand Moghadam
2012Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal 43(3). 353–373. CrossrefGoogle Scholar
Takahashi, Satomi
2000The effects of motivation and proficiency on the awareness of pragmatic strategies in implicit foreign language learning. Unpublished manuscript.Google Scholar
2005Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics 26(1). 90–120. CrossrefGoogle Scholar
2010Assessing learnability in second language pragmatics. In Anna Trosborg (ed.), Handbook of Pragmatics, vol. 71, 391–421. Berlin: Mouton de Gruyter.Google Scholar
2012Individual differences and pragmalinguistic awareness: A structural equation modelling approach. Language, Culture, and Communication 41. 103–125.Google Scholar
2015The effects of learner profiles on pragmalinguistic awareness and learning. System 481. 48–61. CrossrefGoogle Scholar
Ushioda, Ema
2010Motivation and SLA: Bridging the gap. EUROSLA Yearbook 10(1). 5–20. CrossrefGoogle Scholar
Xu, Wei, Rod E. Case & Yu Wang
2009Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System 37(2). 205–216. CrossrefGoogle Scholar
Yamato, Kazuhito, Kenji Tagashira & Takamichi Isoda
2013Pragmatic awareness of Japanese EFL learners in relation to individual differences: A cluster analytic approach. In Tim Greer, Donna Hurst Tatsuki & Carsten Roever (eds.), Pragmatics and Language Learning, vol. 131, 245–266. Honolulu, HI: National Foreign Language Resource Center, University of Hawai’i.Google Scholar
Zheng, Yongyan
2012Exploring long-term productive vocabulary development in an EFL context: The role of motivation. System 40(1). 104–119. CrossrefGoogle Scholar