Acquiring French interactional norms through instruction

By A. Liddicoat, C. Crozet. 2001

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Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles (2005, methodology): “Finally, authentic examples of MP use, produced either by the learners themselves or by their NS keypals (see Liddicoat & Crozet, 2001, p. 27), were incorporated into pedagogical materials, which were used in the course of the intervention.”
Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “In this section, I will focus my review on another potential interaction: the interaction between pragmatic targets and instructional effects, based on the findings from four studies: Bouton (1994), Liddicoat & Crozet (2001), Sykes (2009, 2013), and Johnson & deHaan (2013).”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…& Rose, 2002; Yoshimi, 2001); and the integration of these with accommodative behavior, and interactional routines specific to the foreign culture (Bandura, 1986; Chapin, 1967; Goffman, 1967; Goldin-Meadow, Alibali, & Church, 1993; Liddicoat & Crozet, 2001; Rosenthall, Hall, Rogers & Archer, 1979).”