Chapter published in:
Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching 10] 2018
► pp. 2854
Alcón-Soler, E.
(2007) Fostering EFL learners’ awareness of requesting through explicit and implicit consciousness-raising tasks. In M. P. García-Mayo (Ed.), Investigating tasks in formal language learning (pp. 221–241). Clevedon: Multilingual Matters.Google Scholar
Baralt, M.
(2013) The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35(4), 689–725. CrossrefGoogle Scholar
Bardovi-Harlig, K.
(2009) Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755–795. CrossrefGoogle Scholar
Blake, R., & Zyzik, E.
(2003) Who’s helping whom? Learner/heritage speakers’ networked discussions in Spanish. Applied Linguistics, 24(4), 519–544. CrossrefGoogle Scholar
Bowles, M.
(2011) Exploring the role of modality: L2-heritage learner interactions in the Spanish language classroom. Heritage Language Journal, 8(1), 30–65.Google Scholar
Bowles, M. A., Adams, R. J., & Toth, P. D.
(2014) A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms. Modern Language Journal, 98(2), 497–517. CrossrefGoogle Scholar
Cho, Y. -M., Lee, H. -S., Schulz, C., Sohn, H. -M., & Sohn, S. -O.
(2010) Integrated Korean: Beginning 2 (2nd ed.). Hawaii, HI: University of Hawaii Press. Cambridge: Cambridge University Press.Google Scholar
DeKeyser, R.
(2007) Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–113). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Henshaw, F.
(2015) Learning outcomes of L2-heritage learner interaction: The proof is in the posttests. Heritage Language Journal, 12(3), 245–270.Google Scholar
Jeon, E. H., & Kaya, T.
(2006) Effects of L2 instruction on interlanguage pragmatic development. In J. M. Norris, & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 165–211). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Kasper, G., & Rose, K. R.
(2002) Pragmatic development in a second language. Malden, MA: Blackwell.Google Scholar
Kim, Y.
(2011) The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100–140. CrossrefGoogle Scholar
Kim, Y., & McDonough, K.
(2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12, 211–234. CrossrefGoogle Scholar
Kim, Y., & Taguchi, N.
(2015) Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. Modern Language Journal, 99, 656–677. CrossrefGoogle Scholar
(2016) Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42–57.CrossrefGoogle Scholar
Kondo-Brown, K.
(2005) Differences in language skills: Heritage language learner subgroups and foreign language learners. Modern Language Journal, 89(4), 563–581. CrossrefGoogle Scholar
Lee, E.
(2011) A study of instructional content of honorific expressions in Korean language education. Korean Grammar Education, 13, 281–315.Google Scholar
Leech, G.
(1983) Principles of pragmatics. London: Longman.Google Scholar
Long, M.
(2015) Second language acquisition and task-based language teaching. Chichester: Wiley-Blackwell.Google Scholar
Mochizuki, N., & Ortega, L.
(2008) Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12(1), 11–37. CrossrefGoogle Scholar
Montrul, S.
(2010) How similar are L2 learners and heritage speakers? Spanish clitics and word order. Applied Psycholinguistics, 31, 167–207. CrossrefGoogle Scholar
Montrul, S., & Perpiñán, S.
(2011) Assessing differences and similarities between instructed heritage language learners and L2 learners in their knowledge of Spanish tense-aspect and mood (TAM) morphology. Heritage Language Journal, 8(1), 90–133.Google Scholar
Mueller, J., & Jiang, N.
(2013) The acquisition of the Korean honorific affix (u)si by advanced L2 learners. Modern Language Journal, 97(2), 318–339. CrossrefGoogle Scholar
Park, E.
(2006) Grandparents, grandchildren, and heritage language use in Korean. In K. Kondo-Brown (Ed.), Heritage language development: Focus on East Asian immigrants (pp. 57–87). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Plonsky, L., & Kim, Y.
(2016) Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97.CrossrefGoogle Scholar
Potowski, K.
(2002) Experiences of Spanish heritage speakers in university foreign language courses and implications for teacher training. ADFL Bulletin, 33, 35–42. CrossrefGoogle Scholar
Rose, K. R., & Ng, K. F.
(2001) Inductive and deductive teaching of compliments and compliment responses. In K. R. Rose, & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145–169). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Sato, M., & Ballinger, S.
(Eds.) (2016) Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Shin, S. -Y., Lidster, R., Sabraw, S., & Yeager, R.
(2015) The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20(3), 366–386.CrossrefGoogle Scholar
Sohn, H. -M.
(1999) The Korean language. Cambridge: Cambridge University Press.Google Scholar
Storch, N.
(2002) Patterns of interaction in ESL pair work. Language Learning, 52, 119–158. CrossrefGoogle Scholar
Swain, M., & Lapkin, S.
(2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks, second language learning and testing (pp. 99–118). Harlow: Longman.Google Scholar
Swain, M., & Watanabe, Y.
(2013) Collaborative dialogue as a source of learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistic (pp. 3218–3225). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Taguchi, N.
(2011) Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. CrossrefGoogle Scholar
(2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1–50. 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, 416–437.CrossrefGoogle Scholar
Takahashi, S.
(2010) Assesing learnability in second language pragmatics. In A. Trosborg (Ed.), Handbook of pragmatics VII (pp. 391–421). Berlin: Mouton de Gruyter.Google Scholar
Valdés, G.
(2001) Heritage language students: Profiles and possibilities. In J. Peyton, J. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 37–80). McHenry: The Center for Applied Linguistics and Delta Systems.Google Scholar
Van den Branden’s, K.
(2006) Task-based language education: From theory to practice. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Van den Branden, K.
(2016) Task-based language teaching. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 238–251). New York, NY: Routledge.Google Scholar
Van den Branden, K., Bygate, M., & Norris, J. M.
(Eds.) (2009) Task-based language teaching: A reader. Amsterdam: John Benjamins.CrossrefGoogle Scholar
Cited by

Cited by 6 other publications

Castro, Leonardo Sarmento Travincas de
2022. Integrating Task-Based Learning and Pragmatics. BELT - Brazilian English Language Teaching Journal 13:1  pp. e42606 ff. Crossref logo
Cho, Hyejin & YouJin Kim
2022. Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback . Applied Linguistics Review 13:1  pp. 19 ff. Crossref logo
Cho, Hyejin, YouJin Kim & Seyoung Park
2022. Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks. Language Awareness 31:1  pp. 1 ff. Crossref logo
Torres, Julio
2020. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research  pp. 136216882093318 ff. Crossref logo
Torres, Julio & Nicole A. Vargas Fuentes
2021. Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments. Languages 6:2  pp. 110 ff. Crossref logo
Wang, Hye-Sook
2019. Comprehension of the Honorifics System by Learners of Korean. The Korean Language in America 23:1  pp. 53 ff. Crossref logo

This list is based on CrossRef data as of 08 october 2022. 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.