For English Language Education s4

The International Research Foundation

for English Language Education

PRAGMATICS: SELECTED REFERENCES

(Last updated 27 November 2016)

Achiba, M. (2002). Learning to request in a second language: Child interlanguage pragmatics. Clevedon, England: Multilingual Matters.

Akikawa, K., & Ishihara, N. (2010). Requesting a letter of recommendation: Teaching students to write e- mail requests. In D. H. Tatsuki & N. R. Houck (Eds.), Pragmatics: Teaching speech acts (pp. 47-66). Alexandria, VA: TESOL.

Alcon Soler, E., & Martinez-Flor, A. (Eds.), (2005). Instructed pragmatics and second language learning (Special Issue). System, 33(3).

Al-Gahtani, S., & Roever, C. (2015). The development of requests by L2 learners of modern standard Arabic: A longitudinal and cross-sectional study. Foreign Language Annals, 48(4), 570-583.

Andersen, G., & Aijmer, K. (Eds.). (2011). Pragmatics of society. Berlin: De Gruyter.

Archer, E. (2010). They made me an invitation I couldn’t refuse: Teaching refusal strategies for invitations. In D. H. Tatsuki & N. R. Houck (Eds.), Pragmatics: Teaching speech acts (pp. 181-194). Alexandria, VA: TESOL.

Asmali, M., & Yavuz, A. (2014). The apology strategies of Turkish, Polish and Latvian prospective English Teachers. International Journal of Language Studies, 8(3), 55-84.

Austin, J. L. (1970). How to do things with words. New York, NY: Oxford University Press.

Azuelos-Atias, S. (2007). A pragmatic analysis of legal proofs of criminal intent. Philadelphia, PA: John Benjamins.

Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations?: Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-259.

Bardovi-Harlig, K. (1999). The interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677-713.

Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge: Cambridge University Press.

Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63 (Suppl. 1), 68–86.

Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics (pp. 7-36). In K. Bardovi-Harlig and B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.

Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.), Pragmatics and Language Learning. Vol. 11, pp. 1-28). Honolulu: University of Hawai’i, National Foreign Language Resource Center.

Bardovi-Harlig, K. (2008). Recognition and production of formulas in L2 pragmatics. In Z-H. Han (Ed.), Understanding Second Language Process (pp. 205-222). Clevedon, UK: Multilingual Matters.

Bardovi-Harlig, K. (2009) Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.

Bardovi-Harlig, K. (2010). Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (Ed.) Pragmatics across languages and cultures (Vol. 7 of Handbook of pragmatics; pp. 219-259). Berlin : Mouton de Gruyter.

Bardovi-Harlilg, K. (2010). Pragmatics and second language acquisition. In R. Kaplan (Ed.), The Handbook of Applied Linguistics (pp. 232-243). Oxford: Oxford University Press.

Bardovi-Harlig, K. (2011). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In N.R. Houck & D. H.Tatsukik (Eds.), Pragmatics: Teaching natural conversation. (pp. 7-22). New York: TESOL.

Bardovi-Harlig, K., & Bastos, M.-T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pratgmatics 8, 347-384.

Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.

Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.) (2006). Pragmatics and language learning, 11. Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.

Bardovi-Harlig, K., & Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33, 401-415.

Bardovi-Harlig, K., & Hartford, B. (Eds.), (2005). Interlanguage pragmatics: Exploring instituional talk. Mahwah, NJ: Erlbaum.

Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics (pp. 7-36). In K. Bardovi-Harlig and B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.

Bardovi-Harlig, K., & Hartford, B. S. (2005). Practical considerations (pp. 201-221). In K. Bardovi-Harlig and B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.

Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching pragmatics. Washington, DC: United States Department of State.

Bardovi-Harlig, K., Nickels, E., & Rose, M. (2008). The influence of first language and level of development in the use of conventional expressions of thanking, apologizing, and refusing. In M. Bowles, R. Foote, S. Perpiñán, R. Bhatt (Eds.) Selected Proceedings of the 2007 Second Language Research Forum (pp. 113-130). Somerville, MA: Cascadilla Proceedings Project, (also available: http://www.lingref.com/cpp/slrf/2007/index.html)

Bardovi-Harlig, K., & Vellenga, H. E. (2012). The effect of instruction on conventional expressions in L2 pragmatics. System, 40(1), 77-89.

Barðdal, J., & Chelliah, S. L. (Eds.). (2009). The role of semantic, pragmatic, and discourse factors in the development of case. Philadelphia, PA: John Benjamins.

Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam: Benjamins.

Beebe, L. M., & Cummings, M. C. (1996). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures (pp. 65-86). Berlin, Germany: Mouton de Gruyter.

Beebe, L. M., & Takahashi, T. (1989). Sociolinguistic variation in face-threatening speech acts. In M. Eisenstein (Ed.), The dynamic interlanguage (pp. 199-218). New York, NY: Plenum.

Beebe, L., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing communicative competence in a second language (pp. 55-73). New York, NY: Newbury House.

Bergman, M. L., & Kasper, G. (1993). Perception and performance in native and nonnative apology. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 82-107). New York, NY: Oxford University Press.

Berwick, R., & Ross, S. (1996). Cross-cultural pragmatics in oral proficiency interview strategies. In M. Milanovic & N. Saville (Eds.), Studies in language testing 3: Performance testing, cognition, and assessment: Selected papers from the 15th language testing research colloquium (pp. 34-54). Cambridge, UK: Cambridge University Press.

Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.

Bornmann, G. (2001). “Where you go?”: Teaching Thai students about speech acts. Thai TESOL Bulletin, 14(2), 16-28.

Boully, K. (2007). ‘Mea culpa’ in the courtroom: Juror perceptions of defendant apology at trial. The International Journal of Speech, Language and the Law, 14(2), 301-304.

Bouton, L. F. (1988). A cross-cultural study of ability to interpret implications in English. World Englishes, 17, 183-196.

Bouton, L. F. (1994). Conversational implicature in the second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22, 157-167.

Bouton, K., Curry, K., & Bouton, L. (2010). Moving beyond “in my opinion”: Teaching the complexities of expressing opinion. In D. H. Tatsuki and N. R. Houck (Eds.), Pragmatics: Teaching speech acts (pp. 105-123). Alexandria, VA: TESOL.

Boxer, D. (1993). Complaints as positive strategies: What the learner needs to know. TESOL Quarterly, 27(2), 277-297.

Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58.

Brisard, F., Ӧstman, J-O., & Verschueren, J. (Eds.). (2009). Grammar, meaning and pragmatics (Vol. 5). Philadelphia, PA: John Benjamins.

Brown, J. D. (2000). Observing pragmatics: Testing and data gathering techniques. Pragmatics Matters, 1(2), 5-6.

Brown, J. D. (2001). Pragmatics tests: Different purposes, different tests. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 301-325). Cambridge: Cambridge University Press.

Brown, J. D. (2001). Six types of pragmatics tests in two different contexts. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 301-325). Cambridge, UK: Cambridge University.

Brown, J. D. (2004). Observing pragmatics: Testing and data gathering techniques (TEval & Pragmatics SIGs). The Language Teacher, 28(11). Reprinted by permission from the original article: Brown, J. D. (2000). Observing pragmatics: Testing and data gathering techniques. Pragmatics Matters, 1(2), 5-6.

Brown, J. D. (2008). Raters, functions, item types, and the dependability of L2 pragmatic tests. In E. Alcón Soler & A. Martínez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 224-248). Clevedon, UK: Multilingual Matters.

Brown, J. D., & Ahn, R. C. (2011). Variables that affect the dependability of L2 pragmatics tests. Journal of Pragmatics, 43, 198–217.

Bublitz, W., Jucker, A. H., & Schneider, K. P. (Eds.). (2011). Handbooks of pragmatics. Berlin: De Gruyter.

Bublitz, W., & Norrick, N. R. (Eds.). (2011). Foundation of pragmatics. Berlin: De Gruyter.

Byrnes, H. (1987). Features of pragmatic and sociolinguistic competence in the oral proficiency interview. In A. Valdman (Ed.), Proceedings of the symposium on the evaluation of foreign language proficiency (pp. 167-177). Bloomington, IN: Indiana University.

Carrell, P. L. (1979). Indirect speech acts in ESL: Indirect answers. In C. A. Yorio, K. Perkins & J. Schachter (Eds.), On TESOL ’79 (pp. 297-307). Washington, DC: TESOL.

Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), 253-267.

Cohen, A. D. (1996). Speech acts. In S.L. McKay & N.H. Hornberger (Eds.), Sociolinguistics and language teaching. (pp. 383-420). Cambridge: Cambridge University Press.

Cohen, A. D. (1997). Developing pragmatic ability: Insights from the accelerated study of Japanese. In H. M. Cook, K. Hijirida, & M. Tahara (Eds.), New trends and issues in teaching Japanese language and culture. (Technical Report #15) (pp. 137-163). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.

Cohen, A. D. (1998). Contrastive analysis of speech acts: What do we do with the research findings? Studia Anglica Posnaniensia, 33, 81-92.

Cohen, A. D. (1998). Developing pragmatic ability: A case study. In E. S. Castillo (Ed.), Applied linguistics: Focus on second language learning/teaching (pp. 1-13). Manila, Philippines: De La Salle University Press.

Cohen, A. D. (2003). Learner strategy training in the development of pragmatic ability. In A. Martínez Flor, E. Usó Juan, & A. Fernández Guerra (Eds.), Pragmatic competence and foreign language teaching. (pp. 93-108). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I.

Cohen, A. D. (2004). Assessing speech acts in a second language. In D. Boxer & A. D. Cohen (Eds.), Studying speaking to inform second language learning (pp. 302-327). Clevedon, England: Multilingual Matters.

Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301.

Cohen, A. (2008). Speaking strategies for independent learning: A focus on pragmatic performance. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 119-140). Bristol, UK: Multilingual Matters.

Cohen, A.D. (2008). The teaching of pragmatics in the EFL classroom. ILI Language Teaching Journal, 3(2), 1-28.

Cohen, A. D. (2008). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching, 41(2), 215-237.

Cohen, A. D. (2009). Comprehensible pragmatics: Where input and output come together. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (Special issue of Studies in Pedagogy and Fine Arts) (pp. 253-265). Poznań – Kalisz: Adam Mickiewicz University Press.

Cohen, A. D. (2011). Learner strategies for performing intercultural pragmatics. MinneWITESOL Journal, 28, 13-24.

Cohen, A., & Olshtain, E. (1981). Developing a measure of sociocultural competence: The case of apology. Language Learning, 31, 113-134.

Cohen, A. D. & Olshtain, E. (1985). Comparing apologies across languages. In K. R. Jankowsky (Ed.), Scientific and humanistic dimensions of language (pp. 175-184). Amsterdam: John Benjamins.

Cohen, A., & Olshtain, E. (1993). The production of speech acts by EFL learners. TESOL Quarterly, 27, 33-56.

Cohen, A., & Olshtain, E. (1994). Researching the production of speech acts. In E. Tarone, S. M. Gass, & A. D. Cohen (Eds.), Research methodology in second language acquisition (pp. 143-156). Hillsdale, NJ: Lawrence Erlbaum.

Cohen, A., Olshtain, E., & Rosenstein, D. (1986). Advanced EFL apologies: What remains to be learned? International Journal of the Sociology of Language, 62(6), 51-74.

Cohen, A. D. & Tarone, E. (1994). Describing and teaching speech act behavior: Stating and changing an opinion. In L. Barbara & M. Scott (Eds.), Reflections on language learning (pp. 110-121). Clevedon, UK: Multilingual Matters.

Cohen, A. D. & Tarone, E. (1994). The effects of training on written speech act behavior: Stating and changing an opinion. MinneTESOL Journal, 12, 39-62.

Cook, M., & Liddicoat, A. J. (2002). The development of comprehension in interlanguage pragmatics: The case of request strategies in English. Australian Review of Applied Linguistics, 25(1), 19-40.

Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58, 38-49.

Cummings, L. (2005). Pragmatics: A multidisciplinary perspective. Mahwah, NJ: Lawrence Erlbaum.

Cutting, J. (2002). Pragmatics and discourse: A resource book for students. London, UK: Routledge.

Dansieh, S. (2011). The pragmatics of reduplication: Implications for translating. Journal of Pragmatics, 43, 164-174.

Davis, K. A., & Henze, R. C. (1998). Applying ethnographic perspectives to issue in crosscultural pragmatics. Journal of Pragmatics, 30, 399-419.

DeCapua, A., & Dunham, J. F. (1993). Strategies in the discourse of advice. Journal of Pragmatics, 20, 519-531.

Deutschmann, M. (2003). Apologizing in British English. (Unpublished doctoral dissertation). Umeå University, Sweden. Retrieved from http://umu.diva-portal.org/smash/record.jsf?pid=diva2:143441

De Paulo, B. M., Epstein, J. A., & Wyer, M. M. (1993). Sex differences in lying: How women and men deal with the dilemma of deceit. In M. Lewis & C. Saarni (Eds.), Lying and deception in everyday life (pp. 126-147). New York, NY: Guilford Press.

D’hondt, S., Östman, J.-O., & Verschueren, J. (Eds.). (2009). The pragmatics of interaction. Philadelphia, PA: John Benjamins.

Duffy, G., & Goh, E. (2008). Testing sincerity: Henry Kissinger’s opening encounter with the Chinese leadership. Journal of Language and Politics, 7(1), 1-30.

Dumitrescu, D. (2011). Aspects of Spanish pragmatics. New York, NY: Peter Lang.

Edmondson, W., House, J., Kasper, G., & Stemmer, B. (1984). Learning the pragmatics of discourse: A project report. Applied Linguistics, 5, 113-127.