| Recommended Reading List |
Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In L. F. Bouton (Ed.), Pragmatics and language learning Vol. 7 (pp. 21-39). Urbana, IL: University of Illinois at Urbana-Champaign. Bardovi-Harlig, K., & Dörnyei, Z. (1997). Pragmatic awareness and instructed L2 learning: An empirical investigation. Paper presented at the AAAL 1997 Conference, Orlando, March. Bardovi-Harlig, K., & Hartford, B. S. (1990). Congruence in native and nonnative conversations: Status balance in the academic advising session. Language Learning, 40, 467-501. Bardovi-Harlig, K., & Hartford, B. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15, 279-304. Bardovi-Harlig, K., Hartford, B.A.S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D.W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45, 4-15. Scarcella, E. Andersen, & S. D. Krashen (Eds.), Developing communicative competence in a second language (55-73). New York: Newbury House. Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43-59). New York: Oxford University Press. Blum-Kulka, S. (1991). Interlanguage pragmatics: The case of requests. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/ second language pedagogy research (pp. 255-272). Clevedon, UK: Multilingual Matters. Blum-Kulka, S. & House, J. (1989). Cross-cultural and situational variation in requestive behavior in five languages. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics (pp. 123-154). Norwood, NJ: Ablex Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex. Blum-Kulka, S., & Olshtain, E. (1986). Too many words: Length of utterance and pragmatic failure. Studies in Second Language Acquisition, 8, 47-61. Bouton, L. (1988). A cross-cultural study of ability to interpret implicatures in English. World Englishes, 17, 183-196. 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, D.C.: TESOL. Cohen, A. (1997). In search of pragmatic competence: Insights from intensive study of Japanese. Paper presented at ESL Lecture Series, University of Hawai`i, February. Coupland, N., Wiemann, J.M., & Giles, H. (1991). Talk as \"problem\" and communication as \"miscommunication\": An integrative analysis. In N. Coupland, H. Giles, & J.M. Wiemann (Eds.), \"Miscommunication\" and problematic talk (pp. 1-17). Newbury Park: Sage. Ellis, R. (1990). Instructed second language acquisition. Oxford: Blackwell. House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225-252. House, J. & Kasper, G. (1981). Zur Rolle der Kogni-tion in Kommunikationskursen. Die Neueren Sprachen, 80, 42-55. House, J., & Kasper, G. (1987). Interlanguage pragmatics: Requesting in a foreign language. In W. Johnston, B., Kasper, G., & Ross, S. (1994). Effect of rejoinders in production questionnaires. University of Hawai`i Working Papers in ESL, Vol. 13. No. 1, 121-143. Kasper, G. (1981). Pragmatische Aspekte in der Interimsprache. Tübingen: Narr. Kasper, G. (1989). Interactive procedures in interlanguage discourse. In W. Oleksy (Ed.), Contrastive pragmatics (pp. 189-229). Amsterdam: Benjamins. Koike, D. A. (1989). Pragmatic competence and adult L2 acquisition: Speech acts in interlanguage. Modern Language Journal, 73, 79-89. Lörscher, W. (1986). Conversational structures in the foreign language classroom. In G. Kasper (Ed.), Learning, teaching and communication in the foreign language classroom (pp. 11-22). Århus: Aarhus University Press. Long, M. H., Adams, L., McLean, M., & Castaños, F. (1976). Doing things with words - Verbal interaction in lockstep and small group classroom situations. In Brown, H.D., Yorio, C. A., & Crymes, R. H. (Eds.), Teaching and learning English as a second language: Trends in research and practice (pp. 137-153). Washington, DC: TESOL. Mir, M. (1995). The perception of social context in request performance. In L.F. Bouton & Y. Kachru (Eds.), Pragmatics and language learning monograph series, Vol. 6 (pp. 105-120). Urbana, IL: University of Illinois at Urbana-Champaign. Morrow, C. K. (1996). The pragmatic effects of instruction on ESL learners\' production of complaint and refusal speech acts. Unpublished PhD dissertation, State University of New York at Buffalo. Olshtain, E., & Cohen, A.D. (1991). Teaching speech act behavior to nonnative speakers. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 154-165. Boston, MA: Heinle & Heinle. Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31. Piirainen-Marsh, A. (1995). Face in second language conversation. Jyväskylä: University of Jyväskylä. Rintell, E., & Mitchell, C. J. (1989). Studying requests and apologies: An inquiry into method. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics (pp. 248-272). Norwood, N.J.: Ablex. Robinson, M. A. (1992). Introspective methodology in interlanguage pragmatics research. In G. Kasper (Ed.), Pragmatics of Japanese as native and target language. Technical Report # 3 (pp. 27-82), Second Language Teaching & Curriculum Center, University of Hawai`i at Manoa. Rose, K. R. (1994). Pragmatic consciousness-raising in an EFL context. In L.F. Bouton & Y. Kachru (Eds.), Pragmatics and language learning monograph series, Vol. 5 (pp. 52-63). Urbana, IL: University of Illinois at Urbana-Champaign. Rose, K. R. (1997). Pragmatics in the classroom: Theoretical concerns and practical possibilities. In L.F. Bouton (Ed.), Pragmatics and language learning Vol. 8 Urbana, IL: University of Illinois at Urbana-Champaign. Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). New York: Oxford University Press. Siegal, M. (1996). The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17, 356-382. Tateyama, Y., Kasper, G., Mui, L., Tay, H., & Thananart, O., (1997). Explicit and implicit teaching of pragmatics routines. In L. Bouton (Ed.), Pragmatics and language learning, Vol. 8. Urbana, IL: University of Illinois at Urbana-Champaign. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112. von Glaserfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 3-15). Hillsdale, NJ: Erlbaum. Wildner-Bassett, M. (1994). Intercultural pragmatics and proficiency: \'Polite\' noises for cultural appropriateness. International Review of Applied Linguistics, 32, 3-17. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury House. Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. |
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