Evaluating Pragmatics-Focused Materials.

By E. Crandall, Helen Basturkmen. 2004

147 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8a7e3af843b06a5b2d90e6aec0cc385efc4a6dfb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Donna Sharpless
2. Nancy Bell
3. R. Young
4. Camilla Vásquez
5. Daniel M. K. Lam
6. Sadiq Abdulwahed Ahmed Ismail
7. Zeki Arsal
8. Anne-Marie Barraja-Rohan

In Literature and Literary Theory

1. Donna Sharpless
2. Nancy Bell
3. R. Young
4. Camilla Vásquez
5. Anne-Marie Barraja-Rohan

Citations in the corpus

• Interactional Competence in Language Learning, Teaching, and Testing (2011, background): “Wong’s call for attention to transcriptions of live interaction was echoed by Crandall and Basturkmen (2004) and Yagi (2007). Hall (1999) also maintained that second language learners can attain IC in part by the systematic study of discursive”
• The Role of Pragmatics in the Master's TESOL Curriculum: Findings From a Nationwide Survey (2009, background): “As several authors maintain (e.g., Bardovi-Harlig, 2001; Bardovi-Harlig & MahanTaylor, 2003; Crandall & Basturkmen, 2004; Judd, 1999), unlike grammatical errors, pragmatic errors can easily lead to misconstruals of speaker intentions, which can in turn lead to negative judgments about a speaker’s…”
• Learning about and through humor in the second language classroom (2009, background): “Many of these fall under the class of awareness-raising or inductive activities that have grown out of the focus-on-form research and which research has suggested can facilitate second language acquisition (Crandall and Basturkmen, 2004; Lucas, 2005; Huth and Taleghani-Nikazm, 2006).”