Publications

Found 8 recordsSort by Active filters:

Alcón-Soler, Eva. 2019. Pragmatic outcomes in the English-medium instruction context.The influence of intensity of instruction. Applied Pragmatics 1 (1) : 68–91.

Alcón-Soler, Eva. 2019. Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines. Journal of Pragmatics 146 : 54–71.

Alcón-Soler, Eva. 2013. Mitigating e-mail requests in teenagers’ first and second language academic cyber-consultation. Multilingua 32 (6) : 779–799.

Alcón-Soler, Eva. 2012. Teachability and bilingualism effects on third language learners' pragmatic knowledge. Intercultural Pragmatics 9 (4) : 511–541.

Alcón-Soler, Eva. 2012. Teachability of request act peripheral modification devices in third language learning contexts. In : 275–314.

Alcón-Soler, Eva. 2008. Investigating pragmatic language learning in foreign language classrooms. International Review of Applied Linguistics in Language Teaching 46 (3) : 173–195.

Alcón-Soler, Eva. 2008. Incidental focus on form and learning outcomes with young foreign language classroom learners. In : 173–192.

Alcón-Soler, Eva. 2002. Relationship between teacher-led versus learners' interaction and the development of pragmatics in the EFL classroom. International Journal of Educational Research 37 (3-4) : 359–378.