The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency.

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Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “Takimoto (2009) Pre-post-delay/ control Japanese L1 (n = 60) English Request Explicit vs. problem-solving vs. input processing DCT; Role play; AJ-listen; AJ-read All effective.”
A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners (2011, unknown): “Studies indicate the importance of using multiple assessments (Beretta & Davies, 1985; Schmitt, 1994; Laufer, 1998; Ellis, 2004, 2005; Takimoto, 2009).”
The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence (2012, background): “…and Clark, 2001; Fukuya and Zhang, 2002; Martinez-Flor, 2008; Martinez-Flor and Fukuya, 2005; Safont, 2003; Salazar, 2003; Takahashi, 2001, 2005; Takimoto, 2009), it has remained little known whether instruction works for more complex speech act sets1 such as constructive criticism which may…”
Teaching Pragmatics: Trends and Issues (2011, methodology): “Similarly, receptive-skills tasks expose learners to pragmatic input but have them act on this input by evaluating the appropriateness of the target pragmatic forms on a rating scale or by selecting appropriate forms from a list of expressions (e.g., Takimoto, 2009).”