Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 243266
References (45)
References
Anderson, J. R. (1976). Language, memory, and thought. Lawrence Erlbaum Associates.Google Scholar
(1983). The architecture of cognition. Harvard University Press.Google Scholar
(1993). Rules of the mind. Lawrence Erlbaum Associates.Google Scholar
Basturkmen, H., & Nguyen, T. T. M. (2017). Teaching pragmatics. In A. Barron, Y. Gu, & G. Steen (Eds.), The Routledge handbook of pragmatics (pp. 563–574). Routledge. DOI logoGoogle Scholar
Bialystok, E. (1993). Symbolic representation and attentional control. In G. Kasper, & S. Blum–Kulka (Eds.), Interlanguage pragmatics (pp. 43–57). Oxford University Press.Google Scholar
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 23–48). Pearson Longman.Google Scholar
Byrne, D. (Ed.). (1986). Teaching oral English (2nd ed.). Longman.Google Scholar
De Jong, N. (2005). Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition, 27(2), 205–234. DOI logoGoogle Scholar
De Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralisation. Language Learning, 62(2), 533–568. DOI logoGoogle Scholar
DeKeyser, R. M. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19(2), 195–221. DOI logoGoogle Scholar
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom language acquisition (pp. 42–63). Cambridge University Press.Google Scholar
DeKeyser, R. M. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. DOI logoGoogle Scholar
(2014). Skill acquisition theory. In B. VanPatten, & J. Williams (Eds.), Theories in second language acquisition: An introduction(2nd ed., pp. 94–112). Routledge.Google Scholar
Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91–113. DOI logoGoogle Scholar
(2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.) Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3–25). Multilingual Matters. DOI logoGoogle Scholar
(2014). Principles of instructed second language learning. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 31–45). National Geographic Learning.Google Scholar
Hernandez, T. (2021). Explicit instruction for the development of L2 Spanish pragmatic ability during study abroad. System, 96, Article 102395. DOI logoGoogle Scholar
Krashen, S. (1981). Second language acquisition and second language learning. Pergamon.Google Scholar
Leijten, M., & Van Waes, L. (2013). Keystroke logging in writing research: Using Inputlog to analyse and visualise writing processes. Written Communication, 30(3), 358–392. DOI logoGoogle Scholar
Li, M., & DeKeyser, R. (2019). Distribution of practice effects in the acquisition and retention of L2 Mandarin tonal word production. Modern Language Journal, 103(3), 607–628. DOI logoGoogle Scholar
Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62(2), 403–438. DOI logoGoogle Scholar
(2013). Amount of practice in pragmatic development of request-making in L2 Chinese. In N. Taguchi, & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 43–70). John Benjamins. DOI logoGoogle Scholar
(2014). The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103–116. DOI logoGoogle Scholar
Li, S., & Taguchi, N. (2014). The effects of practice modality on pragmatic development in L2 Chinese. Modern Language Journal, 98(3), 794–812. DOI logoGoogle Scholar
Li S. (2019). Cognitive approaches to L2 pragmatics research. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 113–127). Routledge. DOI logoGoogle Scholar
Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36, 205–229. DOI logoGoogle Scholar
Lyster, R., & Sato, M. (2013). Skill acquisition theory and the role of practice in L2 development. In M. P. García Mayo, J. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 71–92). John Benjamins. DOI logoGoogle Scholar
Nakata, T., & Suzuki, Y. (2019). Mixing grammar exercises facilitates long-term retention: Effects of blocking, interleaving, and increasing practice. Modern Language Journal, 103(3), 629–647. DOI logoGoogle Scholar
Nguyen, T. T. M., Do, T. T. H., Nguyen, A. T., & Pham, T. T. T. (2015). Teaching email requests in the academic context: A focus on the role of corrective feedback. Language Awareness, 24(2), 169–195. DOI logoGoogle Scholar
Nguyen, M. T. T., Do, H. T., Pham, T. T., & Nguyen, A. T. (2018). The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation. International Review of Applied Linguistics in Language Teaching, 56(3), 345–375. DOI logoGoogle Scholar
Nguyen, M. T. T., Do, T. T. H., & Pham, T. T. T. (2019). The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance. Applied Pragmatics, 1(1), 1–25. DOI logoGoogle Scholar
Nguyen, M. T. T., & Pham, T. T. T. (2021). L2 emails of complaints: Strategy use by low and high proficiency learners of English as a foreign language. In M. Economidou-Kogetsidis, M. Savić, & N. Halenko (Eds.), Email pragmatics and second language learners (pp. 41–70). John Benjamins. DOI logoGoogle Scholar
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspective from applied linguistics and cognitive psychology (pp. 141–160). Cambridge University Press. DOI logoGoogle Scholar
Rodgers, D. M. (2011). The automatisation of verbal morphology in instructed second language acquisition. IRAL, 49(4), 295–319. DOI logoGoogle Scholar
Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper, & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43–57). Oxford University Press.Google Scholar
(2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press. DOI logoGoogle Scholar
Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based grammar instruction: A meta-analysis of comparative studies. Language Learning, 63(2), 296–329. DOI logoGoogle Scholar
Strong, B., & Boers, F. (2019).Weighing up exercises on phrasal verbs: Retrieval versus trial-and-error practices. Modern Language Journal, 103(3), 562–579. DOI logoGoogle Scholar
Suzuki, Y., Nakata, T. & DeKeyser, R. (2019). Optimizing second language practice in the classroom: Perspectives from cognitive psychology. Modern Language Journal, 103(3), 551–561. DOI logoGoogle Scholar
Taguchi, N. (2007). Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41(2), 313–338. DOI logoGoogle Scholar
(2008). Cognition, language contact, and the development of pragmatic comprehension in a study abroad context. Language Learning, 58(1), 33–71. DOI logoGoogle Scholar
(2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1–50. DOI logoGoogle Scholar
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press.Google Scholar
Van Waes, L., & Leijten, M. (2015). Fluency in writing: A multidimensional perspective on writing fluency applied to L1 and L2. Computers and Composition, 38, 79–95. DOI logoGoogle Scholar