Chapter in:
Instructed Second Language Acquisition Research Methods
Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 149180
References
Alemi, M., & Haeri, N. S.
(2020) Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language Learning & Technology, 24 (2), 86–103.Google Scholar
Al-Gahtani, S., & Roever, C.
(2012) Proficiency and sequential organization of L2 requests. Applied Linguistics, 33 (1), 42–65. CrossrefGoogle Scholar
(2018) Proficiency and preference organization in second language refusals. Journal of Pragmatics, 129 , 140–153. CrossrefGoogle Scholar
Barón, J., Celaya, M. L., & Levkina, M.
(2020) Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics, 2 (1), 1–25. CrossrefGoogle Scholar
Blum-Kulka, S., House, J., & Kasper, G.
(1989) Cross-cultural pragmatics: Requests and apologies. Ablex.Google Scholar
Boersma, P., & Weenink, D.
(2016) Praat: Doing phonetics by computer (Version 6.0.11) [Software]. Available from http://​www​.fon​.hum​.uva​.nl​/paul​/praat​.html
Chen, S.
(2019, October 4–5). Developing an L2 pragmatic speaking test using conversation analysis findings [Paper presentation]. Annual Midwest Association of Language Testers (MwALT) conference, Indiana University Bloomington.
Cohen, A. D., & Shively, R. L.
(2007) Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. Modern Language Journal, 91 (2), 189–212. CrossrefGoogle Scholar
Eslami, Z. R., Mirzaei, A., & Dini, S.
(2015) The role of asynchronous computer mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48 , 99–111. CrossrefGoogle Scholar
Félix-Brasdefer, J. C.
(2007) Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4 (2), 253–286. CrossrefGoogle Scholar
Golato, A.
(2003) Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24 (1), 90–121. CrossrefGoogle Scholar
Grabowski, K. C.
(2009) Investigating the construct validity of a test designed to measure grammatical and pragmatic knowledge in the context of speaking [Unpublished doctoral dissertation]. Columbia University.
Gumperz, J. J.
(1982) Discourse strategies. Cambridge University Press. CrossrefGoogle Scholar
Gumperz, J. J., & Cook-Gumperz, J.
(1982) Introduction: Language and the communication of social identity. In J. J. Gumperz (Ed.), Language and social identity (pp. 1–21). Cambridge University Press.Google Scholar
Halenko, N.
(2013) Using computer animation to assess and improve spoken language skills. In Conference proceedings: ICT for language learning (p. 286). Libreriauniversitaria.Google Scholar
Halenko, N., & Jones, C.
(2017) Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment. System, 68 , 26–37. CrossrefGoogle Scholar
Hashimoto, B. J., & Nelson, K.
(2020) Using a corpus in creating and evaluating a DCT. Applied Pragmatics, 2 (1), 80–120. CrossrefGoogle Scholar
Hassall, T.
(2020) Preference structure in request sequences: What about role-play? Journal of Pragmatics, 155 , 321–333. CrossrefGoogle Scholar
Huth, T.
(2010) Can talk be inconsequential? Social and interactional aspects of elicited second-language interaction. Modern Language Journal, 94 (4), 537–553. CrossrefGoogle Scholar
Kang, O., Kermad, A., & Taguchi, N.
(2021) The interplay of proficiency and study abroad experience on prosody of L2 speech acts. Journal of Second Language Pronunciation, 7 (3), 343–369. CrossrefGoogle Scholar
Kasper, G.
(2006) Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19 (1), 83–99. CrossrefGoogle Scholar
(2008) Data collection in pragmatics research. In H. Spencer-Oatey (Ed.), Culturally speaking: Culture, communication and politeness theory (pp. 279–302). Continuum.Google Scholar
Kasper, G., & Dahl, M.
(1991) Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13 (2), 215–247. CrossrefGoogle Scholar
Kasper, G., & Youn, S. J.
(2018) Transforming instruction to activity: Roleplay in language assessment. Applied Linguistics Review, 9 (4), 589–616. CrossrefGoogle Scholar
Kim, M., Lee, H., & Kim, Y.
(2018) Learning of Korean honorifics through collaborative tasks: Comparing heritage and foreign language learners. In N. Taguchi & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp. 27–54). John Benjamins. CrossrefGoogle Scholar
Li, S.
(2012) The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62 (2), 403–438. CrossrefGoogle Scholar
Loewen, S., & Sato, M.
(Eds.) (2017) The Routledge handbook of instructed second language acquisition. Routledge. CrossrefGoogle Scholar
Nguyen, H. T.
(2018) Interactional practices across settings: From classroom role-plays to workplace patient consultations. Applied Linguistics, 39 (2), 213–235.Google Scholar
Okada, Y.
(2010) Role-play in oral proficiency interviews: Interactive footing and interactional competencies. Journal of Pragmatics, 42 (6), 1647–1668. CrossrefGoogle Scholar
Plonsky, L., & Zhuang, J.
(2019) A meta-analysis of second language pragmatics instruction. In N. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp. 287–307). Routledge.Google Scholar
Pomerantz, A., & Heritage, J.
(2013) Preference. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 210–228). Wiley-Blackwell.Google Scholar
Rockey, C., Tiegs, J., & Fernández, F.
(2020) Mobile application use in technology-enhanced DCTs. CALICO, 37 (1), 85–108. CrossrefGoogle Scholar
Schmidt, R.
(1993) Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21–42). Oxford University Press.Google Scholar
Stokoe, E.
(2013) The (in)authenticity of simulated talk: Comparing role-played and actual interaction and the implications for communication training. Research on Language and Social Interaction, 46 (2), 165–185. CrossrefGoogle Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82 (1), 320–337. CrossrefGoogle Scholar
Sydorenko, T., Jones, Z. W., Daurio, P., & Thorne, S. L.
(2020) Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. Language Learning & Technology, 24 (2), 48–69.Google Scholar
Sykes, J. M., & González-Lloret, M.
(2020) Exploring the interface of interlanguage (L2) pragmatics and digital spaces. CALICO Journal, 37 (1), i–xv. CrossrefGoogle Scholar
Taguchi, N.
(2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48 (1), 1–50. CrossrefGoogle Scholar
(2021) Application of immersive virtual reality (VR) to pragmatics data collection methods: Insights from interviews. CALICO, 38 (2), 181–201. CrossrefGoogle Scholar
Taguchi, N., Hirschi, K., & Kang, O.
(2021) Longitudinal L2 development in the prosodic marking of pragmatic meaning: Prosodic changes in L2 speech acts and individual factors. Studies in Second Language Acquisition, 1–16. Advance online publication. CrossrefGoogle Scholar
Taguchi, N., & Kim, Y.
(2016) Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics, 37 (3), 416–437. CrossrefGoogle Scholar
Taguchi, N., Li, Q., & Tang, X.
(2017) Learning Chinese formulaic expressions in a scenario-based interactive environment. Foreign Language Annals, 50 (4), 641–660. CrossrefGoogle Scholar
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford University Press.Google Scholar
Taguchi, N., & Sykes, J. M.
(Eds.) (2013) Technology in interlanguage pragmatics research and teaching. John Benjamins. CrossrefGoogle Scholar
Takimoto, M.
(2020) Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency. System, 89 . CrossrefGoogle Scholar
Verschueren, J.
(1999) Understanding pragmatics. Oxford University Press.Google Scholar
Youn, S. J.
(2020) Pragmatic variables in role-play design for the context validity of assessing interactional competence. Papers in Language Testing and Assessment, 9 (1), 95–127.Google Scholar