Hostname: page-component-5d84bcc8dc-zczlx Total loading time: 0 Render date: 2026-09-09T17:11:10.635Z Has data issue: false hasContentIssue false
  • English
  • Français

THE ROLE OF COMPUTER MEDIATION IN THE INSTRUCTION AND DEVELOPMENT OF L2 PRAGMATIC COMPETENCE

Published online by Cambridge University Press:  28 March 2008

Julie A. Belz
Get access Rights & Permissions [Opens in a new window]

Abstract

This article provides a selective review of the role of computer mediation in the instruction and development of second language (L2) or interlanguage pragmatic competence within foreign and second language education. Both researchers and practitioners have noted consistently that several aspects of the teaching and tutored learning of L2 pragmatics have been reported as problematic and/or underexplored in the published knowledge base to date, including the availability and authenticity of instructional materials, the provision of opportunities for the performance and practice of L2 pragmatic competence in meaningful interactions, the relative lack of developmental data documenting the precise (and varied) pathways of L2 pragmatic competence over time, and the efficacy of particular pedagogical interventions in classroom-based L2 pragmatics instruction. The role of computer mediation in each of these underexplored areas is examined with a special emphasis on the teaching and learning of L2 pragmatics in Internet-mediated partnerships and on the use of (learner) corpora in L2 pragmatics instruction and research.

Information

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 27 , March 2007 , pp. 45 - 75
Copyright
Copyright © Cambridge University Press 2008

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.)

Article purchase

Temporarily unavailable

References

ANNOTATED REFERENCES

Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 62 (1), 17–48.CrossRefGoogle Scholar
Kakegawa, T., & Miyazaki, S. (2007). The development of sentence-final modal expressions in JFL e-mail correspondence. A paper presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.Google Scholar
Sykes, J. M., & Cohen, A. (2006). Dancing with words: Strategies for learning pragmatics in Spanish. Regents of the University of Minnesota. Retrieved October 15, 2007 from http://www.carla.umn.edu/speechacts/sp_pragmatics/home.htmlGoogle Scholar

OTHER REFERENCES

Ackerley, K., & Coccetta, F. (2007). Enhancing language learning through a multimedia corpus. ReCALL, 19 (3), 351–370.CrossRefGoogle Scholar
Adolphs, S., & Carter, R. (2007). Beyond the Word: New challenges in analysing corpora of spoken English. European Journal of English Studies, 11 (2), 133–146.CrossRefGoogle Scholar
Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In Bouton, L. (Ed.), Pragmatics and language learning (pp. 21–39), Urbana-Champaign: University of Illinois, Division of English as an International Language.Google Scholar
Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49 (4), 677–714.CrossRefGoogle Scholar
Bardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In Rose, K. & Kasper, G. (Eds.), Pragmatics and language teaching (pp. 13–22). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32 (2), 233–262.CrossRefGoogle Scholar
Bardovi-Harlig, K. & Hartford, B. S. (Eds.). (2005). Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Bardovi-Harlig, K. & Mahan-Taylor, R. (Eds.). (2003). Teaching pragmatics. Washington, DC: U.S. Department of State.Google Scholar
Barron, A. (2003). Acquisition in interlanguage pragmatics. Amsterdam: Benjamins.CrossRefGoogle Scholar
Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7 (2), 68–99.Google Scholar
Belz, J. A. (2006). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmatics: Considerations for language program direction. In Belz, J. A. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 207–246). Boston: Heinle & Heinle.Google Scholar
Belz, J. A., & Kinginger, C. (2002.). The cross-linguistic development of address form use in telecollaborative language learning: two case studies. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 59 (2), 189–214.CrossRefGoogle Scholar
Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53 (4), 591–647.CrossRefGoogle Scholar
Belz, J. A., & Thorne, S. L. (Eds.). (2006). Computer-mediated intercultural foreign language education. Boston: Heinle & Heinle.Google Scholar
Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 62 (1), 17–48.CrossRefGoogle Scholar
Bernd, H., & Dickmann, B. (2003). Erfurt: Ein Jahr danach. In ZDF-Reportage. Mainz: Zweites Deutsches Fernsehen.Google Scholar
Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: Benjamins.CrossRefGoogle Scholar
Biber, D., Connor, U., & Upton, T. (2007). Discourse on the move: Using corpus analysis to describe discourse structure. Amsterdam: Benjamins.CrossRefGoogle Scholar
Biber, D., & Conrad, S. (2003). Register variation: A corpus approach. In Schiffrin, D., Tannen, D., & Hamilton, H. (Eds.), Handbook of discourse analysis (pp. 175–196). London: Blackwell.Google Scholar
Biber, D., Conrad, S., & Leech, G. (2002). The Longman student grammar of spoken and written English [Paperback]. London: Longman.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). The Longman grammar of spoken and written English [Hardcover]. London: Longman.Google Scholar
Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9 (2), 24–46.Google Scholar
Boers, F. et al. (2007). Macmillan English Dictionary. New York: Macmillan.Google Scholar
Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44–58.CrossRefGoogle Scholar
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contexts. ReCALL, 17 (1), 47–64.CrossRefGoogle Scholar
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19 (3), 307–328.CrossRefGoogle Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.Google Scholar
Carter, R., & McCarthy, M. (1996). Correspondence. ELT Journal, 50 (4), 369–371.CrossRefGoogle Scholar
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge, UK: Cambridge University Press.Google Scholar
CLEAR. (2007). Multimedia interactive modules for education and assessment (MIMEA). East Lansing: Center for Language Education and Research, Michigan State University. Retrieved October 5, 2007 from <http://mimea.clear.msu.edu/>>Google Scholar
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2 (3), 275–301.CrossRefGoogle Scholar
Cohen, A. D. (2007). Teaching and assessing L2 pragmatics: What can we expect from learners? Plenary address at the American Association for Applied Linguistics. Costa Mesa, California, April 2007.Google Scholar
Cohen, A. D. (in press). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching.Google Scholar
Cohen, A. D., & Ishihara, N. (2005). A Web-based approach to strategic learning of speech acts. Minneapolis: Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, 57 pp. Retrieved October 5, 2007 from <http://www.carla.umn.edu/speechacts/Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf>Google Scholar
Cohen, A. D., & Sykes, J. M. (2007). Strategies, CMC, and learning pragmatics. 17th International Conference on Pragmatics and Language Learning, Honolulu, HI, March 26–28, 2007.Google Scholar
Coniam, D. (2004). Concordancing oneself: Constructing individual textual profiles. International Journal of Corpus Linguistics, 9 (2), 271–298.CrossRefGoogle Scholar
Connor, U., & Upton, T. (Eds.). (2004). Discourse in the professions: Perspectives from corpus linguistics. Amsterdam: Benjamins.CrossRefGoogle Scholar
Conrad, S. (1999). Will corpus linguistics revolutionize grammar teaching in the 21st century? TESOL Quarterly, 34, 548–560.CrossRefGoogle Scholar
Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58, 38–49.CrossRefGoogle Scholar
Crystal, D. (1997). The Cambridge encyclopedia of the English language. Cambridge, UK: Cambridge University Press.Google Scholar
Crystal, D. (2001). Language and the Internet. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Cummins, J., & Sayers, D. (1995). Brave new schools. Challenging cultural literacy through global learning networks. New York: St. Martin's Press.Google Scholar
Delisle, H. (1986). Intimacy, solidarity, and distance: The pronouns of address in German. Die Unterrichtspraxis, 19 (1), 4–15.CrossRefGoogle Scholar
Feenberg, A. (1989). A user's guide to the pragmatics of computer mediated communication. Semiotica, 75 (3–4), 257–278.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. (2006). Teaching the negotiation of multi-turn speech acts. Using conversation-analytic tools to teach pragmatics in the classroom. In Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. (Eds.), Pragmatics and language learning (pp. 165–197). National Foreign Language Resource Center. University of Hawaii at Manoa.Google Scholar
Félix-Brasdefer, J. C. (2007). Natural speech vs. elicited data: A comparison of natural and role play requests in Mexican Spanish. Spanish in Context, 4 (2), 159–185.CrossRefGoogle Scholar
Fiori, M. L. (2005). The development of grammatical competence through synchronous computer-mediated communication. CALICO Journal, 22 (3), 567–602.CrossRefGoogle Scholar
Garcia, P. (2004). Meaning in academic contexts: A corpus-based study of pragmatic utterances. Unpublished doctoral dissertation, Northern Arizona University.Google Scholar
Gee, J. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.Google Scholar
Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Gee, J. (2005). Why video games are good for your soul. Melbourne, Australia: Common Ground Publishing.Google Scholar
Goffman, E. (1961). Asylums. New York: Anchor.Google 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
Graff, G. (1992). Beyond the culture wars: How teaching the conflicts can revitalize American education. New York: WW Norton.Google Scholar
Granger, S. (2002). A bird's-eye view of learner corpus research. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 3–33). Amsterdam: Benjamins.Google Scholar
Granger, S., & Tribble, C. (1998). Learner corpus data in the foreign language classroom: Form-focused instruction and data-driven learning. In Granger, S. (Ed.), Learner English on computer (pp. 199–209). New York: Longman.Google Scholar
Greaves, C., & Warren, M. (2007). Concgramming: A computer-driven approach to learning the phraseology of English. ReCALL, 19 (3), 287–306.CrossRefGoogle Scholar
Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77 (2), 40–63.CrossRefGoogle Scholar
Hasselgren, A. (2002). Learner corpora and language testing: Smallwords as markers of learner fluency. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 143–173) Amsterdam: John Benjamins.Google Scholar
Healy-Beauvois, M. (1997). Write to speak: The effects of electronic communication on the oral achievement of fourth semester French students. In Muyskens, J. A. (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 93–116). Boston: Heinle & Heinle.Google Scholar
Hellerman, J. (2006). Classroom interactive practices for literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27 (3), 377–404.CrossRefGoogle Scholar
Herring, S. (2002). Computer-mediated communication on the Internet. In Cronin, B. (Ed.), Annual Review of Information and Science Technology (pp. 109–168). Medford, NJ: Information Today.Google Scholar
Herring, S. C. (2003). Gender and power in online communication. In Holmes, J. & Meyerhoff, M. (Eds.), The handbook of language and gender (pp. 202–228). London: Blackwell.CrossRefGoogle Scholar
Hidalgo, E., Quereda, L., & Santana, J. (Eds.). (2007). Corpora in the foreign language classroom. Selected papers from the sixth international conference on teaching and language corpora. Amsterdam: Rodopi.Google Scholar
Hoffman-Hicks, S. (2000). The longitudinal development of French foreign language pragmatic competence: Evidence from study abroad participants. Dissertation Abstracts International: A. The Humanities and Social Sciences, 61 (2), 591A.Google Scholar
Ishihara, N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness 16 (1), 21–40.CrossRefGoogle Scholar
Jara, C. A. (2003). Chatroom “conversations”? Literatura y Linguistica, 14, 183–195.Google Scholar
Johns, T. (1991). Should you be persuaded – two examples of data-driven learning materials. In Johns, T., & King, P. (Eds.), Classroom concordancing. English Language Research Journal (vol. 4, pp. 1–16). Birmingham, UK: Birmingham University.Google Scholar
Johns, T. (2002). Data-driven learning: The perpetual challenge. In Ketterman, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis: Proceedings of the fourth international conference on teaching and language corpora (pp. 107–117). Amsterdam: Rodopi.Google Scholar
Kakegawa, T., & Miyazaki, S. (2007). The development of sentence-final modal expressions in JFL e-mail correspondence. A paper presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.Google Scholar
Kasper, G. (1998). Data collection methods in interlanguage pragmatics. Zeitschrift für Fremdsprachenforschung, 9 (1), 85–118.Google Scholar
Kasper, G. (2000). Data collection in pragmatic research. In Spencer-Oatey, H. (Ed.), Culturally speaking: Managing rapport across cultures (pp. 316–341). London: Continuum.Google Scholar
Kasper, G. (2001a). Classroom research on interlanguage pragmatics. In Rose, K. & Kasper, G. (Eds.), Pragmatics and language teaching (pp. 31–60). Cambridge, UK: Cambridge University Press.Google Scholar
Kasper, G. (2001b). Four perspectives on L2 pragmatic development. Applied Linguistics, 22 (4), 502–530.CrossRefGoogle Scholar
Kasper, G., & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81–104.CrossRefGoogle Scholar
Kasper, G., & Rose, K. (2001). Introduction. In Rose, K. & Kasper, G. (Eds.), Pragmatics in language teaching (pp. 1–9). Cambridge: Cambridge University Press.Google Scholar
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford, UK: Blackwell.Google Scholar
Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79 (4), 457–476.CrossRefGoogle Scholar
Kern, R. G. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40 (1), 183–210.CrossRefGoogle Scholar
Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82 (4), 502–513.CrossRefGoogle Scholar
Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked foreign language classroom. In Hall, J. K. (Ed.), Second and foreign language learning through classroom interaction (pp. 23–46). Mahwah, NJ: Erlbaum.Google Scholar
Kinginger, C., & Belz, J. A. (2005). Sociocultural perspectives on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2 (4), 369–422.CrossRefGoogle Scholar
Kramsch, C. J. (1985). Classroom interaction and discourse options. Studies in Second Language Acquisition, 7 (2), 169–183.CrossRefGoogle Scholar
Kramsch, C. J., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In Block, D. & Cameron, D. (Eds.), Globalization and Language Teaching (pp. 83–100). London: Routledge.Google Scholar
Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25 (1), 56–75.CrossRefGoogle Scholar
LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: The University of Michigan Press.Google Scholar
Martínez-Flor, A., & Fukuya, V. J. (2005). The effects of instruction on learners' production of appropriate and accurate suggestions. System, 33, 463–480.CrossRefGoogle Scholar
Martínez Flor, A., Usó Juan, E., & Fernández Guerra, A. (Eds.). (2003). Pragmatic competence and foreign language teaching. Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I.Google Scholar
Maynard, C., & Leicher, S. (2007). Pragmatic annotation of an academic spoken corpus for pedagogic purposes. In Fitzpatrick, E. (Ed.), Corpus linguistics beyond the word: Corpus research from phrase to discourse (pp. 107–116). Amsterdam: Rodopi.CrossRefGoogle Scholar
McCarthy, M., McCarten, J., & Sandiford, H. (2005). Touchstone 1. Cambridge, UK: Cambridge University Press.Google Scholar
Meunier, F. (2002). The pedagogical value of native and learner corpora in EFL grammar teaching. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 119–142). Amsterdam: Benjamins.Google Scholar
Mishan, F. (2004a). Authenticating corpora for language learning: A problem and its resolution. ELT Journal, 58 (3), 219–227.CrossRefGoogle Scholar
Mishan, F. (2004b). Designing authenticity into language learning materials. Bristol, UK: Intellect Books.Google Scholar
Möllering, M. (2001). Teaching German modal particles: A corpus-based approach. Language Learning & Technology, 5, 130–151.Google Scholar
Möllering, M. (2004). The acquisition of German modal particles. Bern, Switzerland: Lang.Google Scholar
Moore, M. (Producer/Director/Writer). (2003). Bowling for Columbine [Motion picture]. United States: MGM Home Entertainment.Google Scholar
Nesselhauf, N. (2004). Learner corpora and their potential for language teaching. In Sinclair, J. (Ed.), How to use corpora in language teaching (pp. 125–152). Amsterdam: Benjamins.CrossRefGoogle Scholar
O'Dowd, R. (2003). Understanding the “other side”: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7 (2), 118–144.Google Scholar
O'Dowd, R. (2006). The use of videoconferencing and email as mediators of intercultural student ethnography. In Belz, J. A. & Thorne, S. L. (Eds.), Internet-Mediated Intercultural Foreign Language Education (pp. 86–120). Boston: Heinle and Heinle.Google Scholar
O'Dowd, R. (Ed.). (2007). On-line intercultural exchange: A practical introduction for foreign language teachers. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Ohta, A. (2001). A longitudinal study of the development of expression of alignment in Japanese as a foreign language. In Rose, K. R. & Kasper, G. (Eds.), Pragmatics in language teaching (pp. 103–120). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
O'Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Payne, J. S., & Ross, B. (2005). Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology, 9 (3), 35–54.Google Scholar
Pellettieri, J. (2000). Negotiation in Cyberspace: The role of chatting in the development of grammatical competence. In Warschauer, M. & Kern, R. G. (Eds.), Network-based language teaching: Concepts and practice (pp. 59–86). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Prodromou, L. (1998). Correspondence. ELT Journal, 52 (3), 266–267.CrossRefGoogle Scholar
Reinhardt, J. (2007). Directive usage by ITAs: An applied learner corpus analysis. Unpublished doctoral dissertation, Pennsylvania State University.Google Scholar
Reitz, E. (Director/Co-writer), Richter, I. (Producer), Steinbach, P. (Co-writer). (1984). Heimat: A chronicle by Edgar Reitz [Videotape]. Edgar Reitz Filmproduktion mbH, Munich, in Coproduktion mit dem SFB und dem WDR.Google Scholar
Rose, K. R. (2001). Compliments and compliment responses in film: Implications for pragmatics research and language teaching. International Review of Applied Linguistics, 39(4), 309–326.CrossRefGoogle Scholar
Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33 (3), 385–399.CrossRefGoogle Scholar
Röver, C. (2006). Validation of a Web-based test of ESL pragmalinguistics. Language Testing, 23 (2), 229–256.CrossRefGoogle Scholar
Salaberry, R., & Cohen, A. D. (2006). Testing Spanish. In Salaberry, R. & Lafford, B. (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 149–172). Washington, DC: Georgetown University Press.Google Scholar
Schauer, G. A. (2006). The development of ESL learners' pragmatic competence: A longitudinal investigation of awareness and production. In Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. (Eds.), Pragmatics and language learning (pp. 135–163). Manoa, HI: Second Language Teaching and Curriculum Center University of Hawaii.Google Scholar
Schauer, G., & Adolphs, S. (2006). Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System, 34 (1), 119–134.CrossRefGoogle Scholar
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In Wolfson, W. & Judd, E. (Eds.), Sociolinguistics and second language acquisition (pp. 137–174). Rowley, MA: Newbury House.Google Scholar
Schneider, J., & von der Emde, S. (2006). Dialogue, conflict, and intercultural learning in online collaborations between language learners and native speakers. In Belz, J. A. & Thorne, S. L. (Eds.), Internet-mediated intercultural foreign language education (pp. 178–206). Boston: Heinle & Heinle.Google Scholar
Schütz, D. (2005). Cultural models and cultural self-awareness: A discourse analytical approach to the language of students' online journal entries. Unpublished doctoral dissertation, Pennsylvania State University.Google Scholar
Seidlhofer, B. (2002). Pedagogy and local learner corpora. In Granger, S., Hung, J., & Petch-Tyson, S. (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 213–234). Amsterdam: Benjamins.Google Scholar
Seidlhofer, B. (2003). Controversies in applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Simpson, R. C., Briggs, S. L., Ovens, J., & Swales, J. M. (2002). The Michigan Corpus of Academic Spoken English. Ann Arbor: The Regents of the University of Michigan.Google Scholar
Sinclair, J. (2003). Reading concordances: An introduction. New York: Longman.Google Scholar
Sinclair, J. (ed.). (2004). How to use corpora in language teaching. Amsterdam: Benjamins.CrossRefGoogle Scholar
Sykes, J. M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO, 22 (3), 399–432.CrossRefGoogle Scholar
Sykes, J. M., & Cohen, A. (2006). Dancing with words: Strategies for learning pragmatics in Spanish. Regents of the University of Minnesota. Retrieved September 25, 2007 from http://www.carla.umn.edu/speechacts/sp_pragmatics/home.htmlGoogle Scholar
Tanaka, K. (1997). Developing pragmatic competence: A learners-as-researchers approach. TESOL Journal, 6 (3), 14–18.Google Scholar
Tang, Y., & Su, Y. (2002). A new way to understand speech acts: Doing things with words in virtual reality. Fujian Waiyu [Foreign Languages in Fujian], 2, 10–14.Google Scholar
Tatsuki, D., & Nishizawa, M. (2005). A comparison of compliments and compliment responses in television interviews, film, and naturally occurring data. In Tatsuki, D. (Ed.), Pragmatics in language learning, theory, and practice (pp. 87–97). Tokyo: Pragmatics Special Interest Group of the Japanese Association for Language Teaching.Google Scholar
Tatsuki, D., Kite, Y., & Maeda, J. (2007). What kinds of pragmatic information are included in language textbooks? A poster presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.Google Scholar
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7 (2), 38–67.Google Scholar
Thorne, S. L. (2006). Pedagogical and praxiological lessons from Internet-mediated intercultural foreign language education research. In Belz, J. A. & Thorne, S. L. (Eds.), Internet-Mediated intercultural foreign language education (pp. 2–30). Boston: Heinle and Heinle.Google Scholar
Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow, UK: Longman.Google Scholar
Turkle, S. (1995). Life on the screen: identity in the age of the Internet. New York: Simon & Schuster.Google Scholar
Vannestål, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19 (3), 329–350.CrossRefGoogle Scholar
Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8 (2), 1–18.Google Scholar
Vyatkina, N. (2007). Development of second language pragmatic competence: the data-driven teaching of German modal particles based on a learner corpus. The Pennsylvania State University, Unpublished doctoral dissertation.Google Scholar
Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence. In Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. (Eds.), Pragmatics and language learning (pp. 293–329). Manoa, HI: Second Language Teaching and Curriculum Center University of Hawaii.Google Scholar
Walther, J. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23 (1), 3–43.CrossRefGoogle Scholar
Ware, P. (2005). “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9 (2), 64–89.Google Scholar
Warschauer, M., El Said, G., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer-mediated Communication, 7 (4). Retrieved September 30, 2007 from http://jcmc.indiana.edu/vol7/issue4/warschauer.htmlGoogle Scholar
Warschauer, M., & Kern, R. G. (2000). Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, M. (1991). Military brats: legacies of childhood inside the fortress. Toronto: Ballantine Books.Google Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford, UK: Oxford University Press.Google Scholar
Widdowson, H. G. (1979). Explorations in applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Widdowson, H. G. (2001). Interpretations and correlations: A reply to Stubbs. Applied Linguistics, 22 (4), 531–538.CrossRefGoogle Scholar
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford, UK: Oxford University Press.Google Scholar
Witten, C. M. (2002). The effects of input enhancement and interactive video viewing on the development of pragmatic awareness and use in the beginning Spanish L2 classroom. Dissertation Abstracts International: A. The Humanities and Social Sciences, 64 (10), 3669A.Google Scholar
Wong, J. (2001). “Applying” conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics in Language Teaching, 40, 37–60.Google Scholar
Yus, F. (2001). Ciberpragmatica: El uso del lenguaje en Internet [Cyberpragmatics: Language use on the Internet]. Barcelona, Spain: Ariel.Google Scholar
Zitzen, M., & Stein, D. (2004). Chat and conversation: A case of transmedial stability? Linguistics, 42 (5), 983–1021.CrossRefGoogle Scholar