The effects of explicit feedback on the development of pragmatic proficiency

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Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “Takimoto (2006) compared two conditions.”
Oral corrective feedback in second language classrooms (2012, background): “Takimoto (2006) compared the effects of structured input tasks with and without explicit CF on the ability of adult Japanese learners of English to mitigate requests.”
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “…feedback (e.g., Fujii & Mackey, 2009), and the effects of different types of CF on learners’ uptake (e.g., Lyster & Ranta, 1997) and learning outcomes such as grammar (e.g., Ellis, 2007), vocabulary (e.g., Ellis & He, 1999), phonology (Saito & Lyster, 2012), and pragmatics (e.g., Takimoto, 2006).”
The Routledge handbook of English language teaching (2018, methodology): “We are using the term ‘construction’ in the former sense.”
The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese (2012, background): “, Takimoto, 2009), explicit feedback (Takimoto, 2006), and inductive vs.”
The effect of instruction on pragmatic routines in academic discussion (2015, background): “Takimoto (2006) presented input-based instruction contrasting structured input and structured input plus reactive explicit feedback.”