On the effects of instruction in second language pragmatics

By Kenneth R. Rose. 2005

376 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a9cab5f7a4e723cb43154a888b65712b62d4d8ad

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Citations in the corpus

Teaching Pragmatics: Trends and Issues (2011, background): “Following this call, early studies produced in the 1990s showed that most aspects of pragmatics are amenable to instruction, meaning that instruction is better than noninstruction for pragmatic development (for a review, see Kasper & Rose, 1999; Rose, 2005).”
The Role of Pragmatics in the Master's TESOL Curriculum: Findings From a Nationwide Survey (2009, background): “And, as both Rose (2005) and Jeon and Kaya (2006) point out, there are several methodological fl aws and limitations found in the existing research that will need to be overcome in future research on instructed pragmatics, before fi rmer conclusions can be drawn about the relative advantages of an…”
Finding the right words in the study abroad context: The development of German learners' use of external modifiers in English (2007, background): “For a more in-depth discussion on how general language competence can a¤ect the learning of pragmatic rules and norms, the reader is referred to Rose (2005).”
Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests (2007, background): “…and frequency of internal modification), suggests that pragmatic instruction should be incorporated into the curriculum of the FL classroom to teach the pragmalinguistic forms, pragmatic functions, and sequential organization of requests (cf. FélixBrasdefer 2006; Rose 2005; Rose & Kasper 2001).”
Perceptions of Refusals to Invitations: Exploring the Minds of Foreign Language Learners (2008, background): “As a result of this inability to negotiate a refusal successfully after exposure to the host environment, it appears that learners may benefit from explicit instruction in pragmatics to raise awareness of their socio-cultural competence at the discourse level (Rose, 2005; Rose & Kasper, 2001).”
Teaching and assessing L2 pragmatics: What can we expect from learners? (2008, background): “If we assume that learners need explicit instruction in L2 pragmatics (see Bardovi-Harlig 2001; Rose 2005), then the question is how to do it.”
Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “Many of these studies have appeared in edited volumes dedicated to instructional studies in L2 pragmatics (e.g., Rose & Kasper 2001; Martı́nez-Flor & Alcón-Soler 2005; Rose 2005; Alcón-Soler & Martı́nez-Flor 2008;)”