References
Achiba, M.
(2003) Learning to request in a second language: A study of child interlanguage pragmatics. Multilingual Matters. DOI logoGoogle Scholar
Alemi, M. & Haeri, N.
(2017) How to develop learners’ politeness: A study of RALL’s impact on learning greeting by young Iranian EFL learners. Paper presented at 5th RSI International Conference on Robotics and Mechatronics (ICRoM) . [URL]
Alemi, M., & Haeri, N.
(2020) Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language Learning & Technology, 24 (2), 86–103. [URL]
Aschkar, S., Beattie, T., Kerler, N., & Schröder, C.
(2016) Sunshine: Pupil’s book 3. Cornelsen.Google Scholar
Aschkar, S., Beattie, T., Kerler, N., Schröder, C., & Skejic, M.
(2015) Sunshine: Pupil’s book 4. Cornelsen.Google Scholar
Baake, S., Kohn, E., Nicolay-Paradiso, B., Polhede, B., Rucys, D., Schmittberger, S., Toase, T., & Weinrich, I.
(1999) Keystones 1. Kommentare und Kopiervorlagen. Materialien für den frühbeginnenden Englischunterricht in Klasse 3. Diesterweg.Google Scholar
Ballinger, E., Davis, R., Gerngross, G., Hladning, R., Puchta, H.
(1994) Conrad and Company. Lehrerhandreichnungenfür das 3. und 4. Schuljahr. Longman.Google Scholar
Ban, S., & Blažić, D.
(2014) Dip in 4. Školska knjiga.Google Scholar
Ban, S.
(2019) Dip in 5. Školska knjiga.Google Scholar
Bardovi-Harlig, K., Mossman, S., & Vellenga, H.
(2015) The effect of instruction on pragmatic routines in academic discussion. Language Teaching Research, 19 (3), 324–350. DOI logoGoogle Scholar
Barón, J., Celaya, L. M., & Levkina, M.
(2020) Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics, 2 (1), 1–25. DOI logoGoogle Scholar
Barron, A.
(2016) Developing pragmatic competence using EFL textbooks: Focus on requests. Literacy Information and Computer Education Journal, 7 (1), 2172–2179. DOI logoGoogle Scholar
Baumgartner, S.; Böschen, A., & Rudolph, B.
(2017) Klick 1: Arbeitsheft Englisch. Cornelsen.Google Scholar
Behrendt, M., Bergner, G., Jebautzke, K. & Mayer, N.
(2013a) Discovery 3 pupil’s book. Westermann.Google Scholar
Behrendt, M., Bergner, G., Jebautzke, K., & Mayer, N.
(2013b) Discovery 3 activity book. Westermann.Google Scholar
(2014a) Discovery 4 pupil’s book. Westermann.Google Scholar
(2014b) Discovery 4 activity book. Westermann.Google Scholar
Bland, J.
(Ed.) (2015) Teaching English to young learners: Critical issues in language teaching with 3–12-year-olds. Bloomsbury.Google Scholar
Božanić, D., Breka, O., Posnjak, A., & Marinić, I.
(2019) Footsteps 1. Školska knjiga.Google Scholar
Brown, L.
(2016) The airport book. Roaring Book Press.Google Scholar
Čajo Anđel, K., Domljan, D., & Vranković, P.
(2014) New building blocks 4. Profil Klett.Google Scholar
Cameron, L.
(2001) Teaching languages to young learners. Cambridge University Press. DOI logoGoogle Scholar
Caspari-Grote, K., Grandt, I., Kraaz, U., Neuber, C., Simon, C., & Völtz, I.
(2013) Ginger: Pupil’s book 3. Cornelsen.Google Scholar
(2014) Ginger: Pupil’s book 4. Cornelsen.Google Scholar
Cave, K., & Riddell, C.
(2011) Something else. Puffin.Google Scholar
Cohen, A.
(2018) Learning pragmatics from native and nonnative language teachers. Multilingual Matters. DOI logoGoogle Scholar
Copland, F., Garton, S. & Burns, A.
(2014) Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48 (4), 738–762. DOI logoGoogle Scholar
Doerr, S.
(2018) Lehrer- und Schülersprache im Englischunterricht der bayerischen Mittelschule. Waxmann.Google Scholar
Donaldson, J., & Scheffler, A.
(1999) The Grufallo. Macmillan.Google Scholar
Dooley, J.
(2018) Right on! 1. Express Publishing.Google Scholar
(2019) Right on! 2. Express Publishing.Google Scholar
Ehlers, G.
(2018) Stark in … Englisch 1: Lernstufe 5. Westermann.Google Scholar
Ellis, G.
(2014) Young learners – clarifying our terms. ELT Journal, 68 (1), 75–78. DOI logoGoogle Scholar
Ellis, R.
(1992) Learning to communicate in the classroom: A study of two learners’ requests. Studies in Second Language Acquisition, 14 1, 1–23. DOI logoGoogle Scholar
Ehlers, G.
(2018) Stark in … Englisch 1. Westermann.Google Scholar
Ehlers, G., Kahstein, G., Muth, M., & Tait, H.
(2013) Bumblebee: Textbook 3. Schroedel Westermann.Google Scholar
Ehlers, G., Michailow-Drews, U., Tait, H., Schönau, M., Van Montague, A., & Zeich-Pelsis, A.
(2017) Bumblebee: Textbook 4. Schroedel Westermann.Google Scholar
Enever, J.
(2016) Primary ELT: Issues and trends. In Hall, G. (Ed.) The Routledge Handbook of English Language Teaching (pp. 353–366). Routledge. DOI logoGoogle Scholar
Evans, V., & Dooley, J.
(2013) Spark 2. Express publishing.Google Scholar
Fröhlich-Ward, L., Waas, L., Hillen, A., Stellwag, H.
(1993) Kooky I. Unterrichtswerk für den frühbeginnenden Englischunterricht. Handbuch für den Unterricht 1. Für das 3 Schuljahr. Cornelsen.Google Scholar
Garland, S.
(2012) Azzi in between. Frances Lincoln.Google Scholar
Garton, S. & Copland, F.
(Eds.) (2018a) The Routledge handbook of teaching English to young learners. Routledge. DOI logoGoogle Scholar
(2018b) Introduction. In S. Garton & F. Copland (Eds.) The Routledge handbook of teaching English to young learners (pp. 1–10). Routledge. DOI logoGoogle Scholar
Gerngross, G., Puchta, H., & Becker, C.
(2013a) Playway 3: Pupil’s book. Ernst Klett Verlag.Google Scholar
(2013b) Playway 4: Pupil’s book. Ernst Klett Verlag.Google Scholar
Glaser, K.
(2018) Enhancing the role of pragmatics in primary English teacher training. Glottodidactica – An International Journal of Applied Linguistics, 45 (2), 119–131. DOI logoGoogle Scholar
(2020) Pragmatikvermittlung im Englischunterricht der Primarstufe: Der Sprechakt ‘Begrüßen’ in Lehrplänen und Lehrwerken. In H. Limberg & K. Glaser (Eds.) Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht (pp. 199–248). Peter Lang.Google Scholar
Göbels, N., Koch, M., Williams-Hahn, S.
(2017) Klick! Englisch 1 Schülerbuch. Cornelsen.Google Scholar
Gompf, G., Fromm, R.
(1998) Here we go. Unterrichtswerk für Englisch an der Grundschule. Teil 1: Klasse 3. Handbuch für den Unterricht. Neubearbeitung. Klett.Google Scholar
Gormley, G., & Mould, C.
(2017) The prince and the pee. Nosy Crow.Google Scholar
Große-Braukmann, S. & Heidelberg, N.
(2018) Come in 3 activity book. Ernst Klett Verlag.Google Scholar
(2019) Come in 4 activity book. Ernst Klett Verlag.Google Scholar
Hastings, B., & McKinlay, S.
(2017) Wider world 1. Pearson Education.Google Scholar
(2017) Wider world 2. Pearson Education.Google Scholar
Hutchinson, T.
(2013a) Project 1. 4th edition. Oxford University Press.Google Scholar
(2013b) Project 3. 4th edition. Oxford University Press.Google Scholar
Ishihara, N.
(2013) Is it rude language? Children learning pragmatics through visual narratives. TESL Canada Journal, 30 (7), 135–149. DOI logoGoogle Scholar
Ishihara, N. & Chiba, A.
(2014) Teacher-based or interactional?: Exploring assessment for children’s pragmatic development. Iranian Journal of Language Testing, 4 (1), 84–112.Google Scholar
Jakupčević, E. & Portolan, M. C.
(2021) An analysis of pragmatic content in EFL textbooks for young learners in Croatia. Language Teaching Research, 1–24. DOI logoGoogle Scholar
Kirin, I., & Uremović, M.
(2019) Hello, world! Profil Klett.Google Scholar
Kraaz, U.
(1991) English – What fun! Ein Curriculum für Kinder im 3. Schuljahr. Lehrerhandreichungen. Cornelsen.Google Scholar
(2012) “Mum, sister hit me”: Interlanguage complaint strategies of Cantonese learners of English from childhood to their teens. International Review of Pragmatics, 4 1, 80–109. DOI logoGoogle Scholar
Leech, G.
(2014) The pragmatics of politeness. Oxford University Press. DOI logoGoogle Scholar
Lekaj Lubina, B., Pavuna, J., & Singer, D.
(2014) New Building Bridges 6. Profil Klett.Google Scholar
Limberg, H.
(2015) Teaching how to apologize: EFL textbooks and pragmatic input. Language Teaching Research, 20 (6), 700–718. DOI logoGoogle Scholar
London, J., & Remkiewicz, F.
(1994) Froggy gets dressed. Puffin.Google Scholar
Mardešć, M.
(2019) Dip in 6. Školska knjiga.Google Scholar
McConachy, T. & Liddicoat, A. J.
(2022) Introduction: Second language pragmatics for intercultural understanding. In T. McConachy & A. J. Liddicoat (Eds.), Teaching and learning second language pragmatics for intercultural understanding (pp. 1–18). Routledge.Google Scholar
Menzel-Trojahn, A., Michailow-Drews, U., Schultz-Steinbach, G.
(1999) Bumblebee 3. Englisch für die Grundschule. Teacher’s manual. 3. Schuljahr. Schroedel.Google Scholar
Myrset, A.
(2021) Scientific concepts as meaning-making resources for young EFL learners in the learning of pragmatics. Intercultural Communication Education, 4 (2), 191–212. DOI logoGoogle Scholar
Naylor-Ballesteros, C.
(2019) The suitcase. Nosy Crow.Google Scholar
Nunan, D.
(2011) Teaching English to young learners. Anaheim University Press.Google Scholar
Ogiermann, E.
(2010) Teaching politeness with Green Line New? In M. Engelhardt & W. Gehring (Eds.), Fremdsprachendidaktik: Neue Aspekte in Forschung und Lehre (pp. 117–134). BIS Verlag.Google Scholar
Rose, K. R.
(2000) An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, 22(1), 27–67. DOI logoGoogle Scholar
Phillips, S., & Shipton, P.
(2019) Project explore 1. Oxford University Press.Google Scholar
Runton, A.
(2020) Owly – the way home. Scholastic.Google Scholar
Ruzzier, S.
(2021) Fish and sun. Harper Collins.Google Scholar
Ryan, P., & Sercu, L.
(2005) Familiarity and contacts with foreign cultures. In L. Sercu (Eds.), Foreign language teachers and intercultural competence (pp. 39–49). Multilingual Matters. DOI logoGoogle Scholar
Savić, M.
(2015) “Can I very please borrow it?”: Request development in young Norwegian EFL learners. Intercultural Pragmatics, 12(4), 443–480. DOI logoGoogle Scholar
in press). Co-constructing metapragmatic understandings: How young EFL learners talk about making requests. The European Journal of Applied Linguistics and TEFL, 10 (2).
Savić, M., Economidou-Kogetsidis, M., Myrset, A.
(2021) Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production. Journal of Pragmatics, 1801, 15–34. DOI logoGoogle Scholar
Savić, M. & Myrset, A.
(2022) “But in England they’re certainly very polite, so you mustn’t forget that”: Young EFL learners making sense of pragmatic practices. In T. McConachy & A. J. Liddicoat (Eds.), Teaching and learning second language pragmatics for intercultural understanding (pp. 40–59). Routledge.Google Scholar
Savvidou, C. & Economidou-Kogetsidis, M.
(2019) Teaching pragmatics: Non-native speakers teachers’ knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39–58. DOI logoGoogle Scholar
Schauer, G. A.
(2019) Teaching and learning English in the primary school: Interlanguage pragmatics in the EFL context. Springer. DOI logoGoogle Scholar
(2020) Lehrmaterialien für Sekundarschulschüler*innen mit speziellem Förderbedarf: eine kontrastive pragmatische Studie von Sprechakten in zwei Lehrwerken. In K. Glaser & H. Limberg (Eds.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht (pp. 259–285). Peter Lang Verlag.Google Scholar
(2021a, August 15–20). Picturebooks, pragmatics and teaching young L2 learners of English: an investigation of five children’s books [Paper presentation]. International Association of Applied Linguistics (AILA) World Congress of Applied Linguistics, Groningen, Netherlands.
(2021b, October 26). Teaching L2 pragmatics to young learners with children’s books and graphic novels [Paper presentation]. International Association for Teaching Pragmatics (ITAP) 1st Session on Pragmatics in Primary Education, Online event.
(2022) Intercultural Competence and Pragmatics in the L2 Classroom: Views of In-Service EFL Teachers in Primary, Secondary, and Adult Education. In T. McConachy & A. J. Liddicoat (Eds.), Teaching and Learning Second Language Pragmatics for Intercultural Understanding (pp. 173–198). Routledge.Google Scholar
Smith, Z., Laird, N. & Fox, M.
(2021) Weirdo. Penguin.Google Scholar
Slattery, M. & Willis, J.
(2001) English for primary teachers: A handbook of activities and classroom language. Oxford University Press.Google Scholar
Tajeddin, Z., & Alemi, M.
(2020) Pragmatics and good language teachers. In C. Griffiths & M. Alemi (Eds.), Lessons from good language teachers (pp. 189–202). Cambridge University Press. DOI logoGoogle Scholar
Vollmuth, I.
(2004) Englisch in der Grundschule. Universitätsverlag Winter.Google Scholar
Webb, A. & Liddiard, M.
(2019) When Charley met Emma. Beaming Books.Google Scholar
Wetz, B.
(2017) English Plus 1. (2nd edition). Oxford University Press.Google Scholar
Wetz, B., & Pye, D.
(2017) English plus 2 (2nd edition). Oxford University Press.Google Scholar
Wheeldon, S., & Shipton, P.
(2019) Project explore 2. Oxford University Press.Google Scholar
Willems, M.
(2016) The thank you book. Hyperion.Google Scholar
Wunsch, C., Kellermann, L., Karbe, U.
(1999) Fun and action 3 new. Teacher’s book 1. Klasse 3. Klett.Google Scholar
Cited by

Cited by 4 other publications

Derakhshan, Ali & Farzaneh Shakki
2023. Overview of the Theoretical Frameworks. In Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis [Second Language Learning and Teaching, ],  pp. 1 ff. DOI logo
Schauer, Gila A.
2022. Exploring the potential of graphic novels for L2 pragmatic teaching and learning – focus on young learners. The Language Learning Journal 50:4  pp. 491 ff. DOI logo
Tajeddin, Zia & Neda Khanlarzadeh
2024. The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review. Languages 9:3  pp. 96 ff. DOI logo

This list is based on CrossRef data as of 18 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.