Article published In:
Pragmatics and Society
Vol. 11:4 (2020) ► pp.570590
References (51)
References
Alcon Soler, Eva and Alicia Martínez-Flor. 2008. “Pragmatics in Foreign Language Contexts.” In Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, ed. by Eva Alcon Soler and Alicia Martínez-Flor. 3–21. Buffalo, Canada: Multilingual Matters. DOI logoGoogle Scholar
Bardovi-Harlig, Kathleen and Zoltan Dornyei. 1998. “Do Language Learners Recognize Pragmatic Violations? Pragmatic Versus Grammatical Awareness in Instructed L2 Learning.” TESOL Quarterly, 32 (2): 233–262. DOI logoGoogle Scholar
Bardovi-Harlig, Kathleen, and Rebbeca Mahan-Taylor. 2003. Teaching Pragmatics. Washington, D.C.: United States Department of State. Retrieved May 7, 2011, from [URL]
Chamot, Anna Uhl. 2008. “Strategy Instruction and Good Language Learners.” In Lessons from Good Language Learners, ed. by Carol Griffiths. 266–28. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cheng, Ta Pei. 2013. “Codeswitching and Participant Orientations in a Chinese as a Foreign Language Classroom.” The Modern Language Journal 97 (4): 869–886. DOI logoGoogle Scholar
Cohen, Andrew D. 2005. “Strategies for Learning and Performing L2 Speech Acts.” Intercultural Pragmatics, 2 (3): 275–301. DOI logoGoogle Scholar
Cohen, Andrew. D. 2007. “Coming to Terms with Language Learner Strategies: Surveying the Experts.” In Language Learner Strategies: 30 Years of Research and Practice, ed. by Andrew D. Cohen and Ernesto Macaro. 29–45. Oxford: Oxford University Press.Google Scholar
Cohen, Andrew D. 2010. “Strategies for Learning and Performing Speech Acts.” In Teaching and Learning Pragmatics, ed. by Noriko Ishihara and Andrew D. Cohen. 227–243. Harlow, UK: Longman/Pearson.Google Scholar
Cohen, Andrew D. and Noriko Ishihara. 2005. A Web-Based Approach to Strategic Learning of Speech Acts. Minneapolis, Minn.: Center for Advanced Research on Language Acquisition, University of Minnesota. Retrieved July 11, 2013, from [URL]
Cohen, Andrew D., Michael R. Paige, Rachel L. Shively, Holly A. Emert, and Joseph G. Hoff. 2005. Maximizing Study Abroad through Language and Culture Strategies: Research on Students, Study Abroad Program Professionals, and Language Instructors. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.Google Scholar
Ellis, Rod. 1997. SLA Research and Language Teaching. Oxford: Oxford University Press.Google Scholar
. 2002. “Grammar Teaching: Practice or Consciousness-Raising?” in Methodology in Language Teaching: An Anthology of Current Practice, ed. by Jack C. Richards and Willy A. Renandya. 167–174. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
. 2008. The Study of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Eslami-Rasekh, Zohreh. 2005. “Raising the Pragmatic Awareness of Language Learners.” ELT Journal, 59 (3): 199–208. DOI logoGoogle Scholar
Eslami-Rasekh, Zohreh, Abbas Eslami-Rasekh and Azizollah Fatahi. 2004. “Using Metapragmatic Instruction to Improve Advanced EFL Learners’ Pragmatic Awareness.” TESL EJ, 8 (2): 1–12.Google Scholar
Ferrer, Vincent. 2005. The Use of the Mother Tongue in the Classroom: Cross-Linguistic Comparisons, Noticing and Explicit Knowledge. Retrieved from [URL]
Gass, Susan Mackey and Larry Selinker. 2008. Second Language Acquisition: An Introductory Course (3rd ed.). New York: Taylor and Francis. DOI logoGoogle Scholar
Grim, Frédérique. 2010. “L1 in the L2 Classroom at the Secondary and College Levels: A Comparison of Functions and Use by Teachers.” Electronic Journal of Foreign Language Teaching 7 (2): 193–209.Google Scholar
Guk, Iju, and David Kellogg. 2007. “The ZPD and Whole Class Teaching: Teacher-Led and Student-Led Interactional Mediation of Tasks.” Language Teaching Research 11 (3): 281–299. DOI logoGoogle Scholar
Hawkins, Samantha. 2015. “Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan.” JALT Journal, 37 (1): 29–42. DOI logoGoogle Scholar
Horst, Marlise, Joanna White, and Philippa Bell. 2010. “First and second language knowledge in the language classroom.” International Journal of Bilingualism 14 (3): 331–349. DOI logoGoogle Scholar
Ishihara, Noriko. 2010. “Instructional pragmatics: Bridging Teaching, Research, and Teacher Education”. Language and Linguistics Compass 4 (10): 938–953. DOI logoGoogle Scholar
Kasper, Gabi. and Carsten Roever. 2005. “Pragmatics in second language learning.” In Handbook of research in second language teaching and learning, ed. by Eli Hinkel. 317–334. Mahwah, N.J.: Lawrence Erlbaum.Google Scholar
Lee, Jang Ho, and Ernesto Macaro. 2013. “Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners.” The Modern Language Journal 97 (4): 887–901. DOI logoGoogle Scholar
Leeming, Paul. 2011. “Japanese High School Students’ Use of L1 during Pair-Work.” International Journal of Applied Linguistics 21(3): 360–382. DOI logoGoogle Scholar
Levine, Glenn S. 2003. “Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study.” Modern Language Journal 87 (3): 343–364. DOI logoGoogle Scholar
2012. “Principles for Code Choice in the Foreign Language Classroom: A Focus on Grammaring.” Language Teaching 47 (3): 332–348. DOI logoGoogle Scholar
Littlewood, William and Baohua Yu. 2011. First Language and Target Language in the Foreign Language Classroom. Language Teaching 44 (1): 64–77. DOI logoGoogle Scholar
Macaro, Ernesto. 2009. “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain. 35–49. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Martínez-Flor, Alicia. 2008. “The Effect of an Inductive-Deductive Teaching Approach to Develop Learners’ Use of Request Modifiers in the EFL.” In Learning How to Request in an Instructed Language Learning Context, ed. by Eva Alcon. 191–225. Bern: Peter Lang.Google Scholar
Martînez-Flor, Alicia. 2012. “Examining EFL Learners’ Long-Term Instructional Effects When Mitigating Requests.” In Interlanguage Request Modification, ed. by Maria Economidou-Kogetsidis and Helen Woodfield. 243–274. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Martínez-Flor, Alicia and Esther Usó-Juan. 2010. “The Teaching of Speech Acts in Second and Foreign Language Instructional Contexts.” In Pragmatics across Languages and Cultures, ed. by Anna Trosborg. 423–442. Berlin: Mouton de Gruyter.Google Scholar
Mohamed, Naashia. 2004. “Consciousness-raising tasks: A learner perspective.” ELT Journal 58 (3): 228–237. DOI logoGoogle Scholar
Niezgoda, Kimberly and Carsten Roever. 2001. “Pragmatic and grammatical awareness.” In Pragmatics in Language Teaching, ed. by K. R. Rose and G. Kasper. 63–79. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Oxford, Rebecca. 2011. Teaching and researching language learning strategies. New York: Pearson Education.Google Scholar
. 2017. Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.Google Scholar
Rubin, Joan, Anna Uhl Chamot, Vee Harris and Neil J. Anderson. 2007. “Intervening in the Use of Strategies.” In Language Learner Strategies: 30 Years of Research and Practice, ed. by Andrew D. Cohen and Ernesto Macaro. 141–160. Oxford: Oxford University Press.Google Scholar
Safont, M. Pilar. 2003. “Instructional Effects on the Use of Request Acts Modification Devices by EFL Learners.” In Pragmatic Competence and Foreign Language Teaching, ed. by Alicia Martínez-Flor, Esther Usó-Juan, and Ana Fernández Guerra. 211–232. Castello de la Plana, Spain: Universitat Jaume I.Google Scholar
. 2004. “An Analysis of EAP Learners’ Pragmatic Production: A Focus on Request Forms.” Iberica 81: 23–39.Google Scholar
Schauer, Gila A. 2009. Interlanguage Pragmatic Development: The Study Abroad Context. London: Continuum.Google Scholar
Schmidt, Richard. 1995. “Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness in Learning.” In Attention and Awareness in Foreign Language Learning, ed. by Richard Schmidt. 1–63. Honolulu: University of Hawai’i.Google Scholar
Scott, Virginia M. and Maria José de la Fuente. 2008. “What’s the Problem? L2 Learners’ Use of the L1 during Consciousness-Raising, Form-Focused Tasks.” The Modern Language Journal, 92 (1): 100–113. DOI logoGoogle Scholar
Sifianou, Maria. 1999. Politeness Phenomena in England and Greece. A Crosscultural Perspective. Oxford: Oxford University Press.Google Scholar
Storch, Neomy and Gillian Wigglesworth. 2003. “Is There a Role for the Use of the L1 in an L2 Setting?TESOL Quarterly 37(4): 760–770. DOI logoGoogle Scholar
Takahashi, Satomi. 2010. “Assessing Learnability in Second Language Pragmatics.” In Pragmatics across Languages and Cultures, ed. by Anna Trosborg. 391–423. Berlin: De Gruyter Mouton.Google Scholar
Takimoto, Masahiro. 2006. “The Effects of Explicit Feedback and Form–Meaning Processing on the Development of Pragmatic Proficiency in Consciousness-Raising Tasks.” System 34 (4): 601–614. DOI logoGoogle Scholar
. 2009. “The Effect of Input-Based Tasks on the Development of Learners’ Pragmatic Proficiency.” Applied Linguistics 30 (1): 1–25. DOI logoGoogle Scholar
Trosborg, Anna. 1995. Interlanguage Pragmatics. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Usó-Juan, Esther. 2010. “Requests: A Sociopragmatic Approach.” In Speech Act performance: Theoretical, Empirical and Methodological Issues, ed. by Alicia Martínez-Flor and Esther Usó-Juan. 237–256. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Yu, Ming-Chung. 2008. Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan. TESOL Quarterly 42 (1): 31–52. DOI logoGoogle Scholar
Cited by (2)

Cited by two other publications

Khezrlou, Sima
2024. Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning 37:1-2  pp. 243 ff. DOI logo
Shokhayeva, Karlygash, Ainur Kalniyazova, Yerzhan Aryn, Yerlan Assembaiuly & Nuraly Otegen
2020. PRAGMATICS OF SPEECH STYLE IN BUSINESS COMMUNICATION AS A TOOL FOR DEVELOPMENT OF MODERN BUSINESS LINGUISTICS. Humanities & Social Sciences Reviews 8:4  pp. 1535 ff. DOI logo

This list is based on CrossRef data as of 22 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.