BILINGUALISM: BEYOND BASIC PRINCIPLES

By J. Cenoz. Studies in Second Language Acquisition, 2005

786 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/832dbe2b3194f702349a813c8bf1a9ba9c65b565

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Citations in the corpus

Intercultural Language Use and Language Learning (2007, background): “In so doing, we are provided with a different view of pragmatic development to that presented by other scholars (Kasper and Rose 2002; Barron 2003), who have mainly considered second language learning contexts or who have not paid much attention to individual variables, like those of the learners’ m”
Validity argument for assessing L2 pragmatics in interaction using mixed methods (2015, background): “For example, closed role-plays, in which interactional outcomes are fixed and shared among interlocutors, jeopardize opportunities to elicit meaningful and authentic interactional organizations (Kasper & Rose, 2002).”
Teaching and assessing L2 pragmatics: What can we expect from learners? (2008, background): “…interest in the research literature on L2 pragmatic performance, as marked by a number of recent volumes on the subject (e.g., Rose & Kasper 2001; Kasper & Rose 2002; LoCastro 2003; Martı́nez Flor, Usó 2 This is aside from the excellent Pragmatics & Language Learning series of largely…”
Interactional Competence in Language Learning, Teaching, and Testing (2011, background): “Intersubjectivity As mentioned earlier, Kramsch (1986) recognized that IC presupposes “a shared internal context or ‘sphere of inter-subjectivity’” and this view is what most clearly distinguishes IC from previous theories of competence.”
How can insights from conversation analysis be directly applied to teaching L2 pragmatics? (2006, background): “Studies on the acquisition of L2 pragmatics have focused not only on the L2 learners’ comprehension and production of pragmatics but also on the development of L2 learners’ pragmatic abilities (Kasper and Dahl, 1991; Kasper and Blum-Kulka, 1993; Kasper and Schmidt, 1996; Bardovi-Harlig, 1999; Rose a”
THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…higher than learners who did not+ In line with recent reviews of pragmatic development in various learning environments ~DuFon & Churchill, 2006; Kasper & Rose, 2002!, two generalizations can be drawn from the previous literature+ First, living in a L2 community is no panacea for…”