Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-5g6vh Total loading time: 0 Render date: 2024-04-25T16:42:36.975Z Has data issue: false hasContentIssue false

Second Language Pragmatics

Published online by Cambridge University Press:  01 July 2022

Wei Ren
Affiliation:
Beihang University, China

Summary

This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.
Get access
Type
Element
Information
Online ISBN: 9781009082709
Publisher: Cambridge University Press
Print publication: 14 July 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achiba, M. 2003. Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon: Multilingual Matters.Google Scholar
Ahmadian, M. J. 2020. Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role? Language Teaching Research, 24, 163188.Google Scholar
Alcón Soler, E. 2005. Does instruction work for learning pragmatics in the EFL context? System, 33, 417435.CrossRefGoogle Scholar
Alcón Soler, E. 2007. Developing pragmatic awareness of suggestions in the EFL classroom: A focus on instructional effects. Canadian Journal of Applied Linguistics, 10, 4776.Google Scholar
Alcón Soler, E. 2012. Teachability and bilingualism effects on third language learners’ pragmatic knowledge. Intercultural Pragmatics, 9, 511541.Google Scholar
Alcón Soler, E. 2018. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Taguchi, N. and Kim, Y. (eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 5582.Google Scholar
Alcón Soler, E. and Sánchez-Hernández, A. 2017. Learning pragmatic routines during study abroad: A focus on proficiency and type of routine. Atlantis, 39, 191210.Google Scholar
Al-Ali, M. N. and Alawneh, R. 2010. Linguistic mitigating devices in American and Jordanian students’ requests. Intercultural Pragmatics, 7, 311339.Google Scholar
Allami, H. and Naeimi, A. 2011. A cross-linguistic study of refusals: An analysis of pragmatic competence development in Iranian EFL learners. Journal of Pragmatics, 43, 385406.CrossRefGoogle Scholar
Alsuhaibani, Z. 2020. Developing EFL students’ pragmatic competence: The case of compliment responses. Language Teaching Research, 120.Google Scholar
Badjadi, N. E. I. 2016. A meta-analysis of the effects of instructional tasks on L2 pragmatics comprehension and production. In Tang, S. F. and Logonnathan, L. (eds.), Assessment for learning within and beyond the classroom. Singapore: Springer, 241268.CrossRefGoogle Scholar
Bardovi-Harlig, K. 2005. Contextualizing interlanguage pragmatics. In Tyler, A., Takada, M., Kim, Y. and Marinova, D. (eds.), Language in use: Cognitive and discourse perspectives on language and language learning. Washington, DC: Georgetown University Press, 6584.Google Scholar
Bardovi-Harlig, K. 2008. Recognition and production of formulas in L2 pragmatics. In Han, Z. (ed.), Understanding second language process. Clevedon: Multilingual Matters, 205222.Google Scholar
Bardovi-Harlig, K. 2009. Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755795.Google Scholar
Bardovi-Harlig, K. 2012. Formulas, routines, and conventional expressions in pragmatics research. Annual Review of Applied Linguistics, 32, 206227.Google Scholar
Bardovi-Harlig, K. 2014. Awareness of meaning of conventional expressions in second-language pragmatics. Language Awareness, 23, 4156.Google Scholar
Bardovi-Harlig, K. 2018. Matching modality in L2 pragmatics research design. System, 75, 1322.Google Scholar
Bardovi-Harlig, K. and Bastos, M.-T. 2011. Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8, 347384.Google Scholar
Bardovi-Harlig, K. and Dörnyei, Z. 1998. Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233263.Google Scholar
Bardovi-Harlig, K. and Griffin, R. 2005. L2 pragmatic awareness: Evidence from the ESL classroom. System, 33, 401415.Google Scholar
Bardovi-Harlig, K. and Hartford, B. 1993. Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15, 279304.Google Scholar
Bardovi-Harlig, K. and Hartford, B. 2005. Institutional discourse and interlanguage pragmatics research. In Bardovi-Harlig, K. and Hartford, B. (eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Lawrence Erlbaum, 736.Google Scholar
Bardovi-Harlig, K., Mossman, S., and Su, Y. 2017. The effect of corpus-based instruction on pragmatic routines. Language Learning & Technology, 21, 76103.Google Scholar
Bardovi-Harlig, K. and Su, Y. 2018. The acquisition of conventional expressions as a pragmalinguistic resource in Chinese as a foreign language. The Modern Language Journal, 102, 732757.Google Scholar
Bardovi-Harlig, K. and Vellenga, H. E. 2012. The effect of instruction on conventional expressions in L2 pragmatics. System, 40, 7789.CrossRefGoogle Scholar
Barón, J. and Ortega, M. 2018. Investigating age differences in e-mail pragmatic performance. System, 78, 148158.Google Scholar
Barón Parés, J. L. 2012. “Please, please, please”: Trying to be polite in an EFL context. In Amaya, L. F., López, M. D. L. O. H., Morón, R. G., et al. (eds.), New perspectives on (im)politeness and interpersonal communication. Newcastle upon Tyne: Cambridge Scholars Publishing, 174197.Google Scholar
Barón Parés, J. L. 2015. “Can I make a party, mum?” The development of requests from childhood to adolescence. Atlantis, 37, 179198.Google Scholar
Barron, A. 2003. Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam: John Benjamins.Google Scholar
Barron, A. 2019. Using corpus-linguistic methods to track longitudinal development: Routine apologies in the study abroad context. Journal of Pragmatics, 146, 87105.Google Scholar
Barron, A. and Black, E. 2015. Constructing small talk in learner-native speaker voice-based telecollaboration: A focus on topic management and back-channeling. System, 48, 112128.Google Scholar
Béal, C. 1994. Keeping the peace: A cross-cultural comparison of questions and requests in Australian English and French. Multilingua, 13, 3558.Google Scholar
Beebe, L. M. and Cummings, M. 1996. Natural speech data versus written questionnaire data: How data collection method affects speech act performance. In Gass, S. and Neu, J. (eds.), Speech acts across cultures: Challenges to communication in a second language. Berlin: Mouton de Gruyter, 6586.Google Scholar
Beebe, L. M., Takahashi, T., and Uliss-Weltz, R. 1990. Pragmatic transfer in ESL refusals. In Scarcella, R. C., Anderson, E. and Krashen, S. D. (eds.), Developing communicative competence in a second language. Rowley, MA: Newbury House, 5573.Google Scholar
Bell, N., Shardakova, M., and Shively, R. L. 2021. The DCT as a data collection method for L2 humor production. In Félix-Brasdefer, J. C. and Shively, R. L. (eds.), New directions in second language pragmatics. Berlin: Mouton de Gruyter, 156178.Google Scholar
Bella, S. 2011. Mitigation and politeness in Greek invitation refusals: Effects of length of residence in the target community and intensity of interaction on non-native speakers’ performance. Journal of Pragmatics, 43, 17181740.CrossRefGoogle Scholar
Bella, S. 2012a. Pragmatic awareness in a second language setting: The case of L2 learners of Greek. Multilingua, 31, 133.Google Scholar
Bella, S. 2012b. Pragmatic development in a foreign language: A study of Greek FL requests. Journal of Pragmatics, 44, 19171947.Google Scholar
Bella, S. 2014a. A contrastive study of apologies performed by Greek native speakers and English learners of Greek as a foreign language. Pragmatics, 24, 679713.Google Scholar
Bella, S. 2014b. Developing the ability to refuse: A cross-sectional study of Greek FL refusals. Journal of Pragmatics, 61, 3562.CrossRefGoogle Scholar
Bella, S. 2016. Offers by Greek FL learners: A cross-sectional developmental study. Pragmatics, 26, 531562.Google Scholar
Belz, J. A. and Kinginger, C. 2002. The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. The Canadian Modern Language Review, 59, 189214.CrossRefGoogle Scholar
Billmyer, K. and Varghese, M. 2000. Investigating instrument-based pragmatic variability: Effects of enhancing discourse completion tests. Applied Linguistics, 21, 517552.Google Scholar
Blattner, G. and Fiori, M. 2012. Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29, 2443.CrossRefGoogle Scholar
Blood, R. 2018. “When you speak to a police officer and (call them) du”: Examining the impact of short-term study abroad on Australian students’ awareness of address forms in German. Study Abroad Research in Second Language Acquisition and International Education, 3, 117143.Google Scholar
Blum-Kulka, S., House, J., and Kasper, G. (eds.) 1989. Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.Google Scholar
Blyth, C. and Sykes, J. M. 2020. Technology-enhanced L2 instructional pragmatics. Language Learning & Technology, 24, 17.Google Scholar
Bouton, L. F. 1994. Conversational implicature in the second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22, 157167.Google Scholar
Brown, J. D. 2001. Pragmatics tests: Different purposes, different tests. In Rose, K. R. and Kasper, G. (eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press, 301325.Google Scholar
Brown, J. D. 2008. Raters, functions, item types and the dependability of L2 pragmatics tests. In Alcón Soler, E. and Martínez-Flor, A. (eds.), Second language acquisition: Investigating pragmatics in foreign language learning, teaching and testing. Bristol: Multilingual Matters, 224248.Google Scholar
Brown, L. 2013. Identity and honorifics use in Korean study abroad. In Kinginger, C. (ed.), Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins, 269298.Google Scholar
Brown, P. and Levinson, S. C. 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.Google Scholar
Buysse, L. 2012. So as a multifunctional discourse marker in native and learner speech. Journal of Pragmatics, 44, 17641782.CrossRefGoogle Scholar
Buysse, L. 2015. “Well it’s not very ideal … ” the pragmatic marker well in learner English. Intercultural Pragmatics, 12, 5989.Google Scholar
Cekaite, A. 2017. What makes a child a good language learner? Interactional competence, identity, and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 37, 4561.Google Scholar
Chang, Y.-F. 2010. “I no say you say is boring”: The development of pragmatic competence in L2 apology. Language Sciences, 32, 408424.Google Scholar
Chang, Y.-F. 2011. Refusing in a foreign language: An investigation of problems encountered by Chinese learners of English. Multilingua, 30, 7198.CrossRefGoogle Scholar
Chen, R. 2020. Single author self-reference: Identity construction and pragmatic competence. Journal of English for Academic Purposes, 45, 114.Google Scholar
Chen, X. and Dewaele, J.-M. 2019. The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English. Applied Linguistics Review, 10, 653676.Google Scholar
Chen, Y.-S. 2015. Chinese learners’ cognitive processes in writing email requests to faculty. System, 52, 5162.Google Scholar
Chen, Y.-S. and Lin, M.-F. 2021. Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures. System, 97, 112.Google Scholar
Chen, Y.-S. and Liu, J. 2016. Constructing a scale to assess L2 written speech act performance: WDCT and e-mail tasks. Language Assessment Quarterly, 13, 231250.Google Scholar
Chen, Y.-S., Rau, D.-H. V., and Rau, G. (eds.) 2016. Email discourse among Chinese using English as a lingua franca. Singapore: Springer.Google Scholar
Cho, C. M. and Dewaele, J.-M. 2021. A crosslinguistic study of the perception of emotional intonation: Influence of the pitch modulations. Studies in Second Language Acquisition, 43, 870895.Google Scholar
Cohen, A. D. 1998. Strategies in learning and using a second language. London: Longman.Google Scholar
Cohen, A. D. 2012. Research methods for describing variation in intercultural pragmatics for cultures in contact and conflict. In Félix-Brasdefer, J. C. and Koike, D. A. (eds.), Pragmatic variation in first and second language contexts: Methodological issues. Amsterdam: John Benjamins, 271294.Google Scholar
Cohen, A. D. and Olshtain, E. 1993. The production of speech acts by EFL learners. TESOL Quarterly, 27, 3356.Google Scholar
Cook, M. and Liddicoat, A. J. 2002. The development of comprehension in interlanguage pragmatics: The case of request strategies in English. Australian Review of Applied Linguistics, 25, 1939.CrossRefGoogle Scholar
Crystal, D. 1997. The Cambridge Encyclopedia of Language. 2nd ed. Cambridge: Cambridge University Press.Google Scholar
Cunningham, D. J. 2017. Methodological innovation for the study of request production in telecollaboration. Language learning & Technology, 21, 7699.Google Scholar
Czerwionka, L. and Cuza, A. 2017. A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14, 391419.Google Scholar
De Cristofaro, E. and Badan, L. 2021. The acquisition of Italian discourse markers as a function of studying abroad. Corpus Pragmatics, 5, 95120.Google Scholar
Decapua, A. and Dunham, J. F. 2007. The pragmatics of advice giving: Cross-cultural perspectives. Intercultural Pragmatics, 4, 319342.Google Scholar
Diao, W. 2016. Peer socialization into gendered L2 Mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37, 599620.Google Scholar
Diao, W. and Chen, C. 2021. L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles. IRAL.Google Scholar
Economidou-Kogetsidis, M. 2013. Strategies, modification and perspective in native speakers’ requests: A comparison of WDCT and naturally occurring requests. Journal of Pragmatics, 53, 2138.Google Scholar
Economidou-Kogetsidis, M. 2016. Variation in evaluations of (im)politeness of emails from L2 learners and perceptions of the personality of their senders. Journal of Pragmatics, 106, 119.Google Scholar
Economidou-Kogetsidis, M. 2018. “Mr paul, please inform me accordingly”: Address forms, directness and degree of imposition in L2 emails. Pragmatics, 28, 489515.Google Scholar
Economidou-Kogetsidis, M. and Halenko, N. 2022. Developing spoken requests during UK study abroad: A longitudinal look at Japanese learners of English. Study Abroad Research in Second Language Acquisition and International Education, 7, 2454.Google Scholar
Economidou-Kogetsidis, M., Savic, M., and Halenko, N. 2021. Email pragmatics and second language learners. Amsterdam: John Benjamins.Google Scholar
Economidou-Kogetsidis, M. and Woodfield, H. (eds.) 2012. Interlanguage request modification. Amsterdam: John Benjamins.Google Scholar
Edmonds, A. 2014. Conventional expressions: Investigating pragmatics and processing. Studies in Second Language Acquisition, 36, 6999.Google Scholar
El-Dakhs, D. a. S. 2018. Investigating the apology strategies of Saudi learners of English: Foreign language learning in focus. Pragmatics and Society, 9, 598625.Google Scholar
Ellis, R. 1992. Learning to communicate in the classroom: A study of two language learners’ requests. Studies in Second Language Acquisition, 14, 123.Google Scholar
Ellis, R., Zhu, Y., Shintani, N., and Roever, C. 2021. A study of Chinese learners’ ability to comprehend irony. Journal of Pragmatics, 172, 720.Google Scholar
Ericsson, A. and Simon, H. 1993. Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Eslami, Z. R., Mirzaei, A., and Dini, S. 2015. The role of asynchronous computer mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48, 99111.Google Scholar
Fakher Ajabshir, Z. 2019. The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners’ pragmatic competence. Computers in Human Behavior, 9, 169177.Google Scholar
Fakher Ajabshir, Z. 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), 411433.Google Scholar
Félix-Brasdefer, J. C. 2003. Declining an invitation: A cross-cultural study of pragmatic strategies in American English and Latin American Spanish. Multilingua, 22, 225255.Google Scholar
Félix-Brasdefer, J. C. 2004. Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54, 587653.Google Scholar
Félix-Brasdefer, J. C. 2008a. Perceptions of refusals to invitations: Exploring the minds of foreign language learners. Language Awareness, 17, 195211.Google Scholar
Félix-Brasdefer, J. C. 2008b. Teaching pragmatics in the classroom: Instruction of mitigation in Spanish as a foreign language. Hispania, 91, 479494.Google Scholar
Félix-Brasdefer, J. C. 2013. Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program. In Martí-Arnándiz, O. and Salazar-Campillo, P. (eds.), Refusals in instructed contexts and beyond. Amsterdam: Rodopi, 147173.Google Scholar
Félix-Brasdefer, J. C. and Cohen, A. D. 2012. Teaching pragmatics in the foreign language classroom: Grammar as a communicative resource. Hispania, 95, 650669.Google Scholar
Fernández-Polo, F. J. 2014. The role of I mean in conference presentation by ELF speakers. English for Specific Purposes, 34, 5867.Google Scholar
Fordyce, K. 2014. The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35, 628.Google Scholar
Fukuya, Y. J. and Martínez-Flor, A. 2008. The interactive effects of pragmatic-eliciting tasks and pragmatic instruction. Foreign Language Annals, 41, 478500.Google Scholar
Furniss, E. A. 2016. Teaching the pragmatics of Russian conversation using a corpus referred website. Language Learning & Technology, 20, 3860.Google Scholar
Gablasova, D., Brezina, V., Mcenery, T., and Boyd, E. 2017. Epistemic stance in spoken L2 English: The effect of task and speaker style. Applied Linguistics, 38, 613637.Google Scholar
Al-Gahtani, S. and Roever, C. 2012. Proficiency and sequential organization of L2 requests. Applied Linguistics, 33, 4265.Google Scholar
Al-Gahtani, S. and Roever, C. 2014. Preference structure in L2 Arabic requests. Intercultural Pragmatics, 11, 619643.Google Scholar
Al-Gahtani, S. and Roever, C. 2018. Proficiency and preference organization in second language refusals. Journal of Pragmatics, 129, 140153.Google Scholar
García García, M. 2021. Turn-initial discourse markers in L2 Spanish conversations: Insights from conversation analysis. Corpus Pragmatics, 5, 3761.Google Scholar
García, O., Flores, N., Seltzer, K., et al. 2021. Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 126.Google Scholar
García, O. and Li, W. 2014. Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Pivot.Google Scholar
Garcia, P. 2004. Developmental differences in speech act recognition: A pragmatic awareness study. Language Awareness, 13, 96115.Google Scholar
García-Gómez, A. 2020. Learning through WhatsApp: Students’ beliefs, L2 pragmatic development and interpersonal relationships. Computer Assisted Language Learning.Google Scholar
García-Pastor, M. D. 2020. Researching identity and L2 pragmatics in digital stories: A relational account. CALICO Journal, 37, 4665.Google Scholar
Gass, S. and Houck, N. 1999. Interlanguage refusals: A cross-cultural study of Japanese-English. Berlin: Mouton de Gruyter.Google Scholar
Gass, S. and Mackey, A. 2016. Stimulated recall methodology in applied linguistics and L2 research. London: Routledge.Google Scholar
Geyer, N. 2007. Self-qualification in L2 Japanese: An interface of pragmatic, grammatical, and discourse competences. Language Learning, 57, 337367.Google Scholar
Ghavamnia, M., Tavakoli, M., and Rezazadeh, M. 2012. A comparative study of requests among L2 English, L1 Persian, and L1 English speakers. Spanish Journal of Applied Linguistics, 11, 105123.Google Scholar
Ghobadi, A. and Fahim, M. 2009. The effect of explicit teaching of English “thanking formulas” on Iranian EFL intermediate level students at English language institutes. System, 37, 526537.Google Scholar
Gilabert, R. and Barón, J. 2013. The impact of increasing task complexity on L2 pragmatic moves. In Mcdonough, K. and Mackey, A. (eds.) Second language interaction in diverse education contexts. Amsterdam: John Benjamins, 4570.Google Scholar
Gilabert, R. and Barón, J. 2018. Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In Taguchi, N. and Kim, Y. (eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 159190.Google Scholar
Glaser, K. 2016. News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence. Intercultural Pragmatics, 13, 529561.Google Scholar
Golato, A. 2003. Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24, 90121.Google Scholar
Gomez-Laich, M. P. 2018. Task complexity effects on interaction during a collaborative persuasive writing task: A conversation analytic perspective. In Taguchi, N. and Kim, Y. (eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 83112.Google Scholar
González-Lloret, M. 2020. Pragmatic development in L2: An overview. In Schneider, K. P. and Ifantidou, E. (eds.) Developmental and clinical pragmatics. Berlin: Mouton de Gruyter, 237267.CrossRefGoogle Scholar
González-Lloret, M. 2021. L2 pragmatics and CALL. Language Learning & Technology, 25, 90105.Google Scholar
GonzáLez-Lloret, M. 2019. Task-based language teaching and L2 pragmatics. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 338352.Google Scholar
Grice, P. 1989. Studies in the ways of words. Cambridge, MA: Harvard University Press.Google Scholar
Guillot, M.-N. 2009. Interruption in advanced learner French: Issues of pragmatic discrimination. Languages in Contrast, 9, 98123.Google Scholar
Guillot, M.-N. 2012. Conversational management and pragmatic discrimination in foreign talk: Overlap in advanced L2 French. Intercultural Pragmatics, 9, 307333.Google Scholar
Haastrup, K. 1986. Pragmatic and strategic competence in the assessment of oral proficiency. System, 14, 7179.Google Scholar
Habib, R. 2008. Humor and disagreement: Identity construction and cross-cultural enrichment. Journal of Pragmatics, 40, 11171145.Google Scholar
Haghighi, H., Jafarigohar, M., Khoshsima, H., and Vahdany, F. 2019. Impact of flipped classroom on EFL learners’ appropriate use of refusal: Achievement, participation, perception. Computer Assisted Language Learning, 32, 261293.Google Scholar
Halenko, N. 2021. Teaching pragmatics and instructed second language learning: Study abroad and technology-enhanced teaching. London: Bloomsbury.Google Scholar
Hampel, E. 2015. “Mama zimbi, pls help me!”: Gender differences in (im)politeness in Ghanaian English advice-giving on Facebook. Journal of Politeness Research, 11, 99130.Google Scholar
Haselow, A. 2021. The acquisition of pragmatic markers in the foreign language classroom: An experimental study on the effects of implicit and explicit learning. Journal of Pragmatics, 186, 7386.Google Scholar
Hassall, T. 2003. Requests by Australian learners of Indonesian. Journal of Pragmatics, 35, 19031928.Google Scholar
Hassall, T. 2008. Pragmatic performance: What are learners thinking? In Alcon Soler, E. and Martinez Flor, A. (eds.), Investigating pragmatics in foreign language learning, teaching and testing. Bristol: Multilingual Matters, 7293.Google Scholar
Hassall, T. 2012. Request modification by Australian learners of Indonesian. In Economidou-Kogetsidis, M. and Woodfield, H. (eds.), Interlanguage request modification. Amsterdam: John Benjamins, 203242.Google Scholar
Hassall, T. 2013. Pragmatic development during short-term study abroad: The case of address terms in Indonesian. Journal of Pragmatics, 55, 117.Google Scholar
Hernández, T. A. 2011. Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers. Language Teaching Research, 15, 159182.Google Scholar
Hernández, T. A. and Boero, P. 2018. Explicit interventions for Spanish pragmatic development during short-term study abroad: An examination of learner request production and cognition. Foreign Language Annals, 51, 389410.Google Scholar
Hinkel, E. 1997. Appropriateness of advice: DCT and multiple choice data. Applied Linguistics, 18, 126.Google Scholar
Holtgraves, T. 2007. Second language learners and speech act comprehension. Language Learning, 57, 595610.Google Scholar
Hong, W. 2011. Refusals in Chinese: How do L1 and L2 differ? Foreign Language Annals, 44, 122136.Google Scholar
Hosoda, Y. and Aline, D. 2022. Deployment of I don’t know and wakannai in second language classroom peer discussions. Text & Talk, 42, 2749.Google Scholar
Hudson, T. 2001. Indicators for pragmatic instruction: Some quantitative measures. In Rose, K. R. and Kasper, G. (eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press, 283300.Google Scholar
Hudson, T., Detmer, E., and Brown, J. D. 1992. A framework for testing cross-cultural pragmatics. Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.Google Scholar
Hudson, T., Detmer, E., and Brown, J. D. 1995. Developing prototypic measures of cross-cultural pragmatics. Honolulu: University of Hawai’i Press.Google Scholar
Huth, T. 2006. Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction. Journal of Pragmatics, 38, 20252050.Google Scholar
Huth, T. and Betz, E. 2019. Testing interactional competence in second language classrooms: Goals, formats and caveats. In Salaberry, M. R. and Kunitz, S. (eds.), Teaching and testing L2 interactional competence: Bridging theory and practice. New York: Routledge, 322356.Google Scholar
Hyland, K. 2019. Metadiscourse: Exploring interaction in writing. London: Bloomsbury.Google Scholar
Ishida, H. 2006. Learners’ perception and interpretation of contextualization cues in spontaneous Japanese conversation: Back-channel cue Uun. Journal of Pragmatics, 38, 19431981.Google Scholar
Ishihara, N. 2019. Identity and agency in L2 pragmatics. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 161175.Google Scholar
Itakura, H. 2002. Gender and pragmatic transfer in topic development. Language, Culture and Curriculum, 15, 161183.Google Scholar
Jaworski, A. 1994. Pragmatic failure in second language: Greeting responses in English by Polish students. IRAL, 32, 4155.Google Scholar
Jeon, H. E. and Kaya, T. 2006. Effects of L2 instruction on interlanguage pragmatic development. In Norris, J. M. and Ortega, L. (eds.), Synthesizing research on language learning and teaching. Amsterdam: John Benjamins, 165211.Google Scholar
Johnston, B., Kasper, G., and Ross, S. 1998. Effect of rejoinders in production questionnaires. Applied Linguistics, 19, 157182.Google Scholar
Kang, O. and Kermad, A. 2019. Prosody in L2 pragmatics research. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 7892.Google Scholar
Kasper, G. 1997. Can pragmatic competence be taught?. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center. http://nflrc.hawaii.edu/NetWorks/NW06/Google Scholar
Kasper, G. 2001. Classroom research on interlanguage pragmatics. In Rose, K. R. and Kasper, G. (eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press, 3360.CrossRefGoogle Scholar
Kasper, G. 2006. Speech acts in interaction: Towards discursive pragmatics. In Bardovi-Harlig, K., Felix-Brasdefer, J. C., and Omar, A. (eds.), Pragmatics and language learning, Vol. 11. Honolulu, HI: National Foreign Language Resource Center, University of Hawaii at Manoa, 281314.Google Scholar
Kasper, G. and Dahl, M. 1991. Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13, 215247.Google Scholar
Kasper, G. and Rose, K. R. 1999. Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81104.Google Scholar
Kasper, G. and Rose, K. R. 2002. Pragmatic development in a second language. Oxford: Blackwell.Google Scholar
Kasper, G. and Ross, S. 2013. Assessing second language pragmatics: An overview and introductions. In Ross, S. and Kasper, G. (eds.), Assessing second language pragmatics. Basingstoke: Palgrave, 140.Google Scholar
Kasper, G. and Schmidt, R. 1996. Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149169.Google Scholar
Kecskes, I. 2003. Situation-bound utterances in L1 and L2. Berlin: Mouton de Gruyter.Google Scholar
Kim, E. Y. A. and Brown, L. 2014. Negotiating pragmatic competence in computer mediated communication. CALICO Journal, 31, 264284.Google Scholar
Kim, J. 2014. How Korean EFL learners understand sarcasm in L2 English. Journal of Pragmatics, 60, 193206.Google Scholar
Kim, Y. and Taguchi, N. 2015. Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Language Journal, 99, 656677.Google Scholar
Kim, Y. and Taguchi, N. 2016. Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 4257.Google Scholar
Kinginger, C. and Belz, J. A. 2005. Socio-cultural perspective on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2, 369421.Google Scholar
Kinginger, C. and Blattner, G. 2008. Histories of engagement and sociolinguistic awareness in study abroad. In Ortega, L. and Byrnes, H. (eds.), The longitudinal study of advanced L2 capacities. New York: Routledge, 223246.Google Scholar
Kinginger, C. and Farrell, K. 2004. Assessing development of meta-pragmatic awareness in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1942.Google Scholar
Kley, K. 2019. What counts as evidence for interactional competence? Developing rating criteria for a German classroom-based paired speaking test. In Salaberry, M. R. and Kunitz, S. (eds.), Teaching and testing L2 interactional competence: Bridging theory and practice. New York: Routledge, 291321.Google Scholar
Koike, D. A. 1996. Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In Gass, S. and Neu, J. (eds.), Speech acts across cultures. Berlin: Mouton de Gruyter, 257281.Google Scholar
Köylü, Y. 2018. Comprehension of conversational implicatures in L2 English. Intercultural Pragmatics, 15, 373408.Google Scholar
Kuiken, F. and Vedder, I. 2017. Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34, 321336.Google Scholar
Kuriscak, L. M. 2015. Examination of learner and situation level variables: Choice of speech act and request strategy by Spanish L2 learner. Hispania, 98, 300318.Google Scholar
Labben, A. 2016. Reconsidering the development of the discourse completion test in interlanguage pragmatics. Pragmatics, 26, 6991.Google Scholar
Lee, C. 2010. An exploratory study of the interlanguage pragmatic comprehension of young learners of English. Pragmatics, 20, 343373.Google Scholar
Lee, C. 2016. Understanding refusal style and pragmatic competence of teenage Cantonese English learners in refusals: An exploratory study. Intercultural Pragmatics, 13, 257282.Google Scholar
Levkina, M. 2018. Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role? In Taguchi, N. and Kim, Y. (eds.) Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 137158.Google Scholar
Li, C., Li, W., and Ren, W. 2021. Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: A social network perspective. Language, Culture and Curriculum, 34, 398416.Google Scholar
Li, D. 2000. The pragmatics of making requests in the L2 workplace: A case study of language socialization. Canadian Modern Language Review 57, 5887.Google Scholar
Li, E. S. H. 2010. Making suggestions: A contrastive study of young Hong Kong and Australian students. Journal of Pragmatics, 42, 598616.Google Scholar
Li, S. 2014. The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103116.Google Scholar
Liu, B. 2016. Effect of L2 exposure: From a perspective of discourse markers. Applied Linguistics Review, 7, 7398.Google Scholar
Liu, J. 2007. Developing a pragmatics test for Chinese EFL learners. Language Testing, 24, 391415.Google Scholar
Long, M. H. 1996. The role of the linguistic environment in second language acquisition. In Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of second language acquisition. San Diego, CA: Academic Press, 413468.Google Scholar
Lundell, F. F. and Erman, B. 2012. High-level requests: A study of long residency L2 users of English and French and native speakers. Journal of Pragmatics, 44, 756775.Google Scholar
Lv, X., Ren, W., and Li, L. 2021. Pragmatic competence and willingness to communicate among L2 learners of Chinese. Frontiers in Psychology, 12, 19.Google Scholar
Magliacane, A. and Howard, M. 2019. The role of learner status in the acquisition of pragmatic markers during study abroad: The use of “like” in L2 English. Journal of Pragmatics, 146, 7286.Google Scholar
Martínez-Flor, A. 2012. Examining EFL learners’ long-term instructional effects when mitigating requests. In Economidou-Kogetsidis, M. and Woodfield, H. (eds.), Interlanguage request modification. Amsterdam: John Benjamins, 243274.Google Scholar
Al Masaeed, K. 2017. Interlanguage pragmatic development: Internal and external modification in L2 Arabic requests. Foreign Language Annals, 50, 808820.Google Scholar
Al Masaeed, K., Waugh, L. R., and Burns, K. E. 2018. The development of interlanguage pragmatics in L2 Arabic: The production of apology strategies. System, 74, 98108.Google Scholar
Matsumura, S. 2001. Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51, 635679.Google Scholar
Matsumura, S. 2003. Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24, 465491.Google Scholar
Mazzaggio, G., Panizza, D., and Surian, L. 2021. On the interpretation of scalar implicatures in first and second language. Journal of Pragmatics, 171, 6275.Google Scholar
Meiners, J. G. 2017. Cross-cultural and interlanguage perspectives on the emotional and pragmatic expression of sympathy in Spanish and English. In Parvaresh, V. and Capone, A. (eds.), The pragmeme of accommodation: The case of interaction around the event of death. Cham, Switzerland: Spinger Cham, 319348.Google Scholar
Miller, D., Giancaspro, D., Iverson, M., et al. 2016. Not just algunos, but indeed unos L2ers can acquire scalar implicatures in L2 Spanish. In Fuente, A. a. D. L., Valenzuela, E., and Sanz, C. (eds.), Language acquisition beyond parameters. Amsterdam: John Benjamins, 125145.Google Scholar
Morkus, N. 2021. Negative pragmatic transfer and language proficiency: American learners of Arabic. The Language Learning Journal, 49, 4165.Google Scholar
Nakamura, C., Arai, M., Hirose, Y., and Flynn, S. 2020. An extra cue is beneficial for native speakers but can be disruptive for second language learners: Integration of prosody and visual context in syntactic ambiguity resolution. Frontiers in Psychology, 10, 1–14.Google Scholar
Narita, R. 2012. The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language. Journal of Pragmatics, 44, 129.Google Scholar
Newell, A. and Simon, H. 2019 [1972]. Human problem solving. Englewood Cliffs, NJ: Echo Point Books and Media.Google Scholar
Nguyen, M. T. T., Pham, H. T., and Pham, T. M. 2017. The effects of input enhancement and recasts on the development of second language pragmatic competence. Innovation in Language Learning and Teaching, 11, 4567.Google Scholar
Nguyen, T. T. M. 2008. Criticizing in an L2: Pragmatic strategies used by Vietnamese EFL learners. Intercultural Pragmatics, 5, 4166.Google Scholar
Nguyen, T. T. M. 2017. Using conversation tasks and retrospective methodology to investigate L2 pragmatics development: The case of EFL criticisms and responses to criticisms. The Language Learning Journal, 45, 399417.Google Scholar
Nguyen, T. T. M. and Pham, T. T. T. 2021. L2 emails of complaints: Strategy use by low and high proficiency learners of English as a foreign language. In Economidou-Kogetsidis, M., Savić, M., and Halenko, N. (eds.), Email pragmatics and second language learners. Amsterdam: John Benjamins, 4170.Google Scholar
Nicholas, A. 2020. Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively. Intercultural Pragmatics, 17, 545575.Google Scholar
Niezgoda, K. and Roever, C. 2001. Pragmatic and grammatical awareness: A function of learning environment? In Rose, K. R. and Kasper, G. (eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press, 6379.Google Scholar
Olshtain, E. 1989. Apologies across languages. In Blum-Kulka, S., House, J., and Kasper, G. (eds.), Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex, 155173.Google Scholar
Pan, P. C. 2012. Interlanguage requests in institutional e-mail discourse. In Economidou-Kogetsidis, M. and Woodfield, H. (eds.), Interlanguage request modification. Amsterdam: John Benjamins, 119161.Google Scholar
Pérez-Llantada, C. 2014. Formulaic language in L1 and L2 expert academic writing: Convergent and divergent usage. Journal of English for Academic Purposes, 14, 8494.Google Scholar
Plonsky, L. and Zhuang, J. 2019. A meta-analysis of L2 pragmatics instruction. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 287307.Google Scholar
Qi, X. and Lai, C. 2017. The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70, 2637.Google Scholar
Qin, T. and Van Compernolle, R. A. 2021. Computerized dynamic assessment of implicature comprehension in L2 Chinese. Language Learning & Technology, 25, 5574.Google Scholar
Qin, W. and Uccelli, P. 2019. Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 2239.Google Scholar
Reagan, D. and Payant, C. 2018. Task modality effects on Spanish learners’ interlanguage pragmatic development. In Taguchi, N. and Kim, Y. (eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 113136.Google Scholar
Ren, W. 2013. The effect of study abroad on the pragmatic development of the internal modification of refusals. Pragmatics, 23, 715741.Google Scholar
Ren, W. 2014. A longitudinal investigation into L2 learners’ cognitive processes during study abroad. Applied Linguistics, 35, 575594.Google Scholar
Ren, W. 2015. L2 pragmatic development in study abroad contexts. Bern: Peter Lang.Google Scholar
Ren, W. 2018a. Developing L2 pragmatic competence in study abroad contexts. In Sanz, C. and Morales-Front, A. (eds.), The Routledge handbook of study abroad research and practice. New York: Routledge, 119133.Google Scholar
Ren, W. 2018b. Pragmatic strategies to solve and preempt understanding problems in Chinese professionals’ emails when using English as lingua franca communication. International Journal of Bilingual Education and Bilingualism, 21, 968981.Google Scholar
Ren, W. 2019a. Emancipating (im)politeness research and increasing its impact. Acta Linguistica Hungarica, 66, 289298.Google Scholar
Ren, W. 2019b. Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 146, 137149.Google Scholar
Ren, W. and Guo, Y. 2020. Self-praise on Chinese social networking sites. Journal of Pragmatics, 169, 179189.Google Scholar
Ren, W. and Han, Z. 2016. The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70, 424434.Google Scholar
Ren, W. and Liu, W. 2021. Phatic communion in Chinese students’ gratitude emails in English: Production and perception. In Economidou-Kogetsidis, M., Savic, M., and Halenko, N. (eds.), Email pragmatics and second language learners. Amsterdam: John Benjamins, 129150.Google Scholar
Ren, W. and Woodfield, H. 2016. Chinese females’ date refusals in reality TV shows: Expressing involvement or independence? Discourse, Context and Media, 13, 8997.Google Scholar
Reynolds-Case, A. 2013. The value of short-term study abroad: An increase in students’ cultural and pragmatic competency. Foreign Language Annals, 46, 311322.CrossRefGoogle Scholar
Robinson, M. A. 1992. Introspective methodology in interlanguage pragmatics research. In Kasper, G. (ed.) Pragmatics of Japanese as native and target language. Honolulu: University of Hawaii Press, 2781.Google Scholar
Robinson, P. 2001. Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 2757.Google Scholar
Rodriguez, S. 2001. The perception of requests in Spanish by instructed learners of Spanish in the second- and foreign-language contexts: A longitudinal study of acquisition patterns. PhD Dissertation, Indiana University.Google Scholar
Roever, C. 2004. Difficulty and practicality in tests of interlanguage pragmatics. In Boxer, D. and Cohen, A. D. (eds.), Studying speaking to inform second language learning. Clevedon: Multilingual Matters, 283301.Google Scholar
Roever, C. 2005. Testing ESL pragmatics: Development and validation of a web-based assessment battery. Frankfurt: Peter Lang.Google Scholar
Roever, C. and Ikeda, N. 2022. What scores from monologic speaking tests can(not) tell us about interactional competence. Language Testing, 39, 729.Google Scholar
Romero-Trillo, J. 2019. Prosodic pragmatics and feedback in intercultural communication. Journal of Pragmatics, 151, 91102.Google Scholar
Rose, K. R. 1994. On validity of discourse completion tests in non-Western contexts. Applied Linguistics, 15, 114.Google Scholar
Rose, K. R. 2000. An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, 22, 2767.Google Scholar
Rose, K. R. 2005. On the effects of instruction in second language pragmatics. System, 33, 385399.Google Scholar
Rose, K. R. 2009. Interlanguage pragmatic development in Hong Kong, phase 2. Journal of Pragmatics, 41, 23452364.Google Scholar
Ross, S. and Kasper, G. 2013. Assessing second language pragmatics. Basingstoke: Palgrave Macmillan.Google Scholar
Sánchez-Hernández, A. and Alcón Soler, E. 2019. Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 5471.Google Scholar
Sasaki, M. 1998. Investigating EFL students’ production of speech acts: A comparison of production questionnaires and role plays. Journal of Pragmatics, 30, 457484.Google Scholar
Savic, M. 2014. Politeness through the prism of requests, apologies and refusals: A case of advanced Serbian EFL learners, Newcastle upon Tyne: Cambrridge Scholars Publishing.Google Scholar
Savić, M. and Đorđević, M. 2021. “You are the best!” relational practices in emails in English at a Norwegian university. In Economidou-Kogetsidis, M., Savić, M., and Halenko, N. (eds.), Email pragmatics and second language learners. Amsterdam: John Benjamins, 227254.Google Scholar
Savić, M., Economidou-Kogetsidis, M. and Myrset, A. 2021. Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production. Journal of Pragmatics, 180, 1534.Google Scholar
Schauer, G. A. 2009. Interlanguage pragmatic development: The study abroad context. London: Continuum.Google Scholar
Schauer, G. A. 2019. Teaching and learning English in the primary school: Interlanguage pragmatics in the EFL context. Switzerland: Springer.Google Scholar
Schegloff, E. A. 2007. Sequence organization in interaction. Cambridge: Cambridge University Press.Google Scholar
Schmidt, R. 1983. Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult. In Wolfson, N. and Judd, E. (eds.), Sociolinguistics and language acquisition. Rowley, MA: Newbury House Publishers, 137174.Google Scholar
Schmidt, R. 1993. Consciousness, learning, and interlanguage pragmatics. In Kasper, G. and Blum-Kulka, S. (eds.), Interlanguage pragmatics. New York: Oxford University Press, 2142.Google Scholar
Schmidt, R. 2001. Attention. In Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 332.Google Scholar
Scollon, R. and Scollon, S. W. 2001. Intercultural communication: A discourse approach. Oxford: Blackwell.Google Scholar
Seedhouse, P. 2013. Oral proficiency interviews as varieties of interaction. In Ross, S. and Kasper, G. (eds.), Assessing second language pragmatics. Basingstoke: Palgrave Macmillan, 199219.Google Scholar
Shardakova, M. 2005. Intercultural pragmatics in the speech of American L2 learners of Russian: Apologies offered by Americans in Russian. Intercultural Pragmatics, 2, 423451.Google Scholar
Sharwood-Smith, M. 1993. Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165179.Google Scholar
Shimizu, T. 2009. Influence of learning context on L2 pragmatic realization: A comparison between JSL and JFL learners’ compliment responses. In Taguchi, N. (ed.), Pragmatic competence. Berlin: Mouton de Gruyter, 167198.Google Scholar
Shishavan, H. B. and Sharifian, F. 2013. Refusal strategies in L1 and L2: A study of Persian-speaking learners of English. Multilingua, 6, 801836.Google Scholar
Shively, R. L. 2011. L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43, 18181835.Google Scholar
Shively, R. L. 2015. Developing interactional competence during study abroad: Listener responses in L2 Spanish. System, 48, 8698.Google Scholar
Sidnell, J. 2010. Conversation analysis: An introduction. Chichester, UK: Wiley-Blackwell.Google Scholar
Slabakova, R. 2010. Scalar implicatures in second language acquisition. Lingua, 120, 24442462.Google Scholar
Snape, N. and Hosoi, H. 2018. Acquisition of scalar implicatures evidence from adult Japanese L2 learners of English. Linguistic Approaches to Bilingualism, 8, 163192.Google Scholar
Sonnenburg-Winkler, S. L., Eslami, Z. R., and Derakhshan, A. 2020. Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment. Lodz Papers in Pragmatics, 16, 6785.Google Scholar
Stavans, A. and Webman Shafran, R. 2018. The pragmatics of requests and refusals in multilingual settings. International Journal of Multilingualism, 15, 149168.Google Scholar
Su, I.-R. 2010. Transfer of pragmatic competences: A bi-directional perspective. The Modern Language Journal, 94, 87102.Google Scholar
Su, Y. and Ren, W. 2017. Developing L2 pragmatic competence in Mandarin Chinese: Sequential realization of requests. Foreign Language Annals, 50, 433457.Google Scholar
Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (eds.), Input in second language acquisition. Rowley, MA: Newbury House, 235253.Google Scholar
Swain, M. 2005. The output hypothesis: Theory and research. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates, 471484.Google Scholar
Taguchi, N. 2002. An application of relevance theory to the analysis of L2 interpretation processes: The comprehension of indirect replies. IRAL, 40, 151176.Google Scholar
Taguchi, N. 2005. Comprehending implied meaning in English as a foreign language. The Modern Language Journal, 89, 543562.Google Scholar
Taguchi, N. 2007a. Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41, 313338.Google Scholar
Taguchi, N. 2007b. Task difficulty in oral speech act production. Applied Linguistics, 28, 113135.Google Scholar
Taguchi, N. 2008a. Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning, 58, 3371.Google Scholar
Taguchi, N. 2008b. Pragmatic comprehension in Japanese as a foreign language. The Modern Language Journal, 92, 558576.Google Scholar
Taguchi, N. 2008c. The role of learning environment in the development of pragmatic comprehension: A comparison of gains between EFL and ESL learners. Studies in Second Language Acquisition, 30, 423452.Google Scholar
Taguchi, N. 2009a. Comprehension of indirect opinions and refusals in L2 Japanese. In Taguchi, N. (ed.), Pragmatic competence. Berlin: Mouton de Gruyter, 249273.Google Scholar
Taguchi, N. 2009b. Corpus-informed assessment of comprehension of conversational implicatures in L2 English. TESOL Quarterly, 43, 738749.Google Scholar
Taguchi, N. 2011a. The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61, 904939.Google Scholar
Taguchi, N. 2011b. Rater variation in the assessment of speech acts. Pragmatics, 21, 453471.Google Scholar
Taguchi, N. 2011c. Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289310.Google Scholar
Taguchi, N. 2013a. Production of routines in L2 English: Effect of proficiency and study-abroad experience. System, 41, 109121.Google Scholar
Taguchi, N. 2013b. Refusals in L2 English: Proficiency effects on appropriateness and fluency. In Martí-Arnándiz, O. and Salazar-Campillo, P. (eds.), Refusals in instructed contexts and beyond. Amsterdam: Rodopi, 101119.Google Scholar
Taguchi, N. 2015a. Developing interactional competence in a Japanese study abroad context. Bristol: Multilingual Matters.Google Scholar
Taguchi, N. 2015b. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48, 150.Google Scholar
Taguchi, N. 2017. Interlanguage pragmatics: A historical sketch and future directions. In Barron, A., Gu, Y., and Steen, G. (eds.), The Routledge handbook of pragmatics. London: Routledge, 153167.Google Scholar
Taguchi, N. 2019. Second language acquisition and pragmatics: An overview. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 114.Google Scholar
Taguchi, N., Fernández, L., and Jiang, Y. 2021. Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text. New directions in second language pragmatics. Berlin: Mouton de Gruyter, 2757.Google Scholar
Taguchi, N., Gomez-Laich, M. P., and Arrufat-Marques, M.-J. 2016a. Comprehension of indirect meaning in Spanish as a foreign language. Foreign Language Annals, 49, 677698.Google Scholar
Taguchi, N. and Li, S. 2019. Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardvo-Harlig & Bastos (2011). Language Teaching, 52, 128140.Google Scholar
Taguchi, N., Li, S., and Xiao, F. 2013. Production of formulaic expressions in L2 Chinese: A development investigation in a study abroad context. Chinese as a second language research, 2, 2358.Google Scholar
Taguchi, N. and Roever, C. 2017. Second language pragmatics. Oxford: Oxford University Press.Google Scholar
Taguchi, N. and Sykes, J. M. 2013. Technology in interlanguage pragmatics research and teaching. Amsterdam: John Benjamins.Google Scholar
Taguchi, N., Xiao, F., and Li, S. 2016b. Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. The Modern Language Journal, 100, 775796.Google Scholar
Tajeddin, Z. and Alemi, M. 2014. Criteria and bias in native English teachers’ assessment of L2 pragmatic appropriacy: Content and facets analyses. The Asia-Pacific Education Researcher, 23, 425434.Google Scholar
Tajeddin, Z. and Pezeshki, M. 2014. Acquisition of politeness markers in an EFL context: Impact of input enhancement and output tasks. RELC Journal, 45, 269286.Google Scholar
Takahashi, S. 1996. Pragmatic transferability. Studies in Second Language Acquisition, 18, 189223.Google Scholar
Takahashi, S. 2001. The role of input enhancedment in developing pragmatic competence. In Rose, K. R. and Kasper, G. (eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press, 171199.Google Scholar
Takahashi, S. 2005. Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics, 26, 90120.Google Scholar
Takahashi, S. 2010. Assessing learnability in second language pragmatics. In Trosborg, A. (ed.), Pragmatics across languages and cultures. Berlin: Mouton de Gruyter, 391421.Google Scholar
Takahashi, S. 2019. Individual learner considerations in SLA and L2 pragmatics. In Taguchi, N. (ed.), The Routledge handbook of second language acquisition and pragmatics. New York: Routledge, 429443.Google Scholar
Takahashi, T. and Beebe, L. M. 1987. The development of pragmatic competence by Japanese learners of English. JALT Journal, 18, 131155.Google Scholar
Takimoto, M. 2008. The effects of deductive and inductive instruction on the development of language learners’ pragmatic competence. The Modern Language Journal, 92, 369386.Google Scholar
Takimoto, M. 2009. The effects of input-based tasks on the development of learners’ pragmatic proficiency. Applied Linguistics, 30, 125.Google Scholar
Takimoto, M. 2012. Metapragmatic discussion in interlanguage pragmatics. Journal of Pragmatics, 44, 12401253.Google Scholar
Takimoto, M. 2020. Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency. System, 89, 114.Google Scholar
Taleghani-Nikazm, C. and Huth, T. 2010. L2 requests: Preference structure in talk-in-interaction. Multilingua, 29, 185202.Google Scholar
Tang, X. 2019. The effects of task modality on L2 Chinese learners’ pragmatic development: Computer-mediated written chat vs. face-to-face oral chat. System, 80, 4859.Google Scholar
Tang, X. and Taguchi, N. 2021. Digital game-based learning of formulaic expression in second language Chinese. The Modern Language Journal, 105, 740–459.Google Scholar
Tatsuki, D. H. 2000. If my complaints could passions move: An interlanguage study of aggression. Journal of Pragmatics, 32, 10031017.Google Scholar
Taylor, G. 2002. Teaching gambits: The effect of instruction and task variation on the use of conversation strategies by intermediate Spanish students. Foreign Language Annals, 35, 171189.Google Scholar
Thomas, J. 1983. Cross-cultural pragmatic failure. Applied Linguistics, 4, 91112.Google Scholar
Timpe-Laughlin, V. and Cho, Y. 2021. Reflecting on assessing young foreign language learners. Language Testing, 38, 343355.Google Scholar
Timpe-Laughlin, V. and Choi, I. 2017. Exploring the validity of a second language intercultural pragmatics assessment tool. Language Assessment Quarterly, 14, 1935.Google Scholar
Timpe-Laughlin, V., Green, A. and Oh, S. 2021. Raising pragmatic awareness: A think-aloud study. System, 98, 115.Google Scholar
Van Compernolle, R. A. 2013. Interactional competence and the dynamic assessment of L2 pragmatic abilities. In Ross, S. and Kasper, G. (eds.), Assessing second language pragmatics. London: Palgrave MacMillan, 327353.Google Scholar
Vanpatten, B. 2003. From input to output: A teacher’s guide to second language acquisition. New York: McGraw-Hill.Google Scholar
Vassilaki, E. and Selimis, S. 2020. Children’s requestive behavior in L2 Greek: The core request. Journal of Pragmatics, 170, 271283.Google Scholar
Verdugo, D. R. and Romero-Trillo, J. 2005. The pragmatic function of intonation in L2 discourse: English tag questions used by Spanish speakers. Intercultural Pragmatics, 2, 151168.Google Scholar
Villarreal, D. 2014. Connecting production to judgments: T/V address forms and the L2 identities of intermediate Spanish learners. Journal of Pragmatics, 66, 114.Google Scholar
Walters, F. S. 2007. A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence. Language Testing, 24, 155183.Google Scholar
Walters, F. S. 2009. A conversation analysis-informed test of L2 aural pragmatic comprehension. TESOL Quarterly, 43, 2954.Google Scholar
Walters, F. S. 2013. Interfaces between a discourse completion test and a conversation analysis-informed test of L2 pragmatic competence. In Ross, S. and Kasper, G. (eds.), Assessing second language pragmatics. Basingstoke: Palgrave MacMillan, 172195.Google Scholar
Wannaruk, A. 2008. Pragmatic transfer in Thai EFL refusals. RELC Journal, 39, 318337.Google Scholar
Warga, M. and Schölmberger, U. 2007. The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics, 4, 221251.Google Scholar
Wei, M. 2011. Investigating the oral proficiency of English learners in China: A comparative study of the use of pragmatic markers. Journal of Pragmatics, 43, 34553472.Google Scholar
Wijayanto, A. 2016. Variability of refusal in L2: Evidence of L1 pragmalinguistic transfer and learner’s idiosyncratic usage. International Journal of Applied Linguistics, 26, 99119.Google Scholar
Winans, M. D. 2020. Email requests: Politeness evaluations by instructors from diverse language backgrounds. Language Learning & Technology, 24, 104118.Google Scholar
Wong, W. 2005. Input enhancement: From theory and research to the classroom. New York: McGraw-Hill.Google Scholar
Woodfield, H. 2010. What lies beneath? Verbal report in interlanguage requests in English. Multilingua, 29, 127.Google Scholar
Woodfield, H. 2012. Pragmatic variation in learner perception: The role of retrospective verbal report in L2 speech act research. In Felix-Brasdefer, C. and Koike, D. A. (eds.), Pragmatic variation in first and second language contexts: Methodological issues. Amsterdam: John Benjamins, 209223.Google Scholar
Xu, W., Case, R. E., and Wang, Y. 2009. Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37, 205216.Google Scholar
Yang, H. and Ren, W. 2019. Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatics & Cognition, 26, 447473.Google Scholar
Yang, L. 2016. Learning to express gratitude in Mandarin Chinese through web-based instruction. Language Learning & Technology, 20, 191208.Google Scholar
Yang, L. 2019. Development of pragmatic and grammatical awareness in L2 Chinese classrooms. In Yuan, F. and Li, S. (eds.), Classroom research on Chinese as a second language. New York: Routledge, 190210.Google Scholar
Yeh, E. and Swinehart, N. 2020. Social media literacy in L2 environments: Navigating anonymous user-generated content. Computer Assisted Language Learning.Google Scholar
Ying, J. and Ren, W. 2021. Advanced learners’ responses to Chinese greetings in study abroad. IRAL.Google Scholar
Youn, S. J. 2014. Measuring syntactic complexity in L2 pragmatic production: Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270287.Google Scholar
Youn, S. J. 2015. Validity argument for assessing L2 pragmatics in interaction using mixed methods. Language Testing, 32, 199225.Google Scholar
Youn, S. J. 2018a. Task design and validity evidence for assessment of L2 pragmatics in interaction. In Taguchi, N. and Kim, Y. (eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins, 217246.Google Scholar
Youn, S. J. 2018b. Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes, 36, 8698.Google Scholar
Youn, S. J. 2020a. Interactional features of L2 pragmatic interaction in role-play speaking assessment. TESOL Quarterly, 54, 201233.Google Scholar
Youn, S. J. 2020b. Managing proposal sequences in role-play assessment: Validity evidence of interactional competence across levels. Language Testing, 37, 76106.Google Scholar
Youn, S. J. and Bi, N. Z. 2019. Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment. Intercultural Pragmatics, 16, 185218.Google Scholar
Yousefi, M. and Nassaji, H. 2019. A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables face-to-face vs. computer-mediated instruction. ITL – International Journal of Applied Linguistics, 170, 278309.Google Scholar
Yuan, Z. and Zhang, R. 2018. Investigating longitudinal pragmatic development of complaints made by Chinese EFL learners. Applied Linguistics Review, 9, 6387.Google Scholar

Save element to Kindle

To save this element to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Second Language Pragmatics
  • Wei Ren, Beihang University, China
  • Online ISBN: 9781009082709
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Second Language Pragmatics
  • Wei Ren, Beihang University, China
  • Online ISBN: 9781009082709
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Second Language Pragmatics
  • Wei Ren, Beihang University, China
  • Online ISBN: 9781009082709
Available formats
×