Acquisition in interlanguage pragmatics

By A. Barron. 2003

461 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d51a254aa37b3c4e63dab6916f33b1bed4993487

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

An exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English (2005, background): “Kasper and Rose (1999) and Barron (2003) have documented recent pragmatic development studies.”
Contexts and pragmatics learning: Problems and opportunities of the study abroad research (2016, background): “Among various learning contexts, by far, the study abroad context has generated the most empirical findings in pragmatics, as symbolized in seminal book-length publications that have appeared in the field (e.g., Barron 2003; Cook 2008; Kinginger 2008; Schauer 2009; Taguchi 2015c).”
Investigating the Psychological and Emotional Dimensions in Instructed Language Learning: Obstacles and Possibilities (2005, background): “For example, for Barron (2003), pragmatic competence is based on three types of knowledge: “knowledge of the linguistic resources available in a given language for realizing particular illocutions, knowledge of the sequential aspects of speech acts and finally, knowledge of the appropriate contextua”
Language learner beliefs and study abroad: A study on English as a lingua franca (ELF) (2014, background): “Therefore, the more contact students have with the target language during their study abroad sojourns, themore improvement theywill demonstrate in their L2 (Bardovi-Harlig & Bastos, 2011; Barron, 2003; Sasaki, 2011).”
Politeness and in-directness across cultures: A comparison of English, German, Polish and Russian requests (2009, methodology): “Since scenarios featuring requests for notes have frequently been used in previous research, the results of my study can be compared with those established for other languages, such as British English (Faerch and Kasper 1989; House 1989; Woodfield 2008), Irish English (Barron 2003, 2008), American E”