Part of
Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching 10] 2018
► pp. 5681
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Fakher Ajabshir, Zahra
2022. The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers. Language Teaching Research 26:3  pp. 411 ff. DOI logo
Jung, Jookyoung & Xuehua Fu
2023. The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task. International Review of Applied Linguistics in Language Teaching 61:3  pp. 1083 ff. DOI logo
Kim, YouJin
2022. The interface between instructed L2 pragmatics and TBLT research. Applied Pragmatics 4:2  pp. 159 ff. DOI logo
Lin, Ming-Fang & Yu-Fang Wang
2022. Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes. International Review of Applied Linguistics in Language Teaching 60:3  pp. 759 ff. DOI logo
Usó-Juan, Esther
2021. Chapter 3. Long-term instructional effects on learners’ use of email request modifiers. In Email Pragmatics and Second Language Learners [Pragmatics & Beyond New Series, 328],  pp. 71 ff. DOI logo

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