Pragmatic and grammatical awareness: A function of the learning environment?

By Kimberly Niezgoda, C. Röver. 2001

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/de7f2e56497817d14559e5f4b1c68a8875bfff54

How researchers see this paper

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

In Developmental and Educational Psychology

1. Naoko Taguchi
2. Julie A. Belz
3. N. Vyatkina

In Language and Linguistics

1. Naoko Taguchi
2. N. Vyatkina
3. Julie A. Belz
4. Robert O'Dowd
5. C. Kinginger
6. S. Thorne
7. P. Waire
8. K. Bardovi-Harlig

In Literature and Literary Theory

1. Naoko Taguchi
2. N. Vyatkina
3. Julie A. Belz
4. C. Kinginger
5. Jean–Marc Dewaele

Citations in the corpus

• THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION (2008, background): “…& Hartford, 1993; Barron, 2002; Cohen & Shively, 2007; Kinginger & Belz, 2005; Kinginger & Blatter, 2008; Kinginger & Farrell, 2004; Marriot, 1995; Matsumura, 2007; Niezgoda & Röver, 2001; Röver, 2005; Warga & Scholmberger, 2007!+ Three generalizations can be drawn from these studies: ~a!”
• Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles (2005, background): “Bardovi-Harlig and Dörnyei (1998) illustrate that learners in L2 contexts actually find pragmatic infelicities in speech more egregious than grammatical infelicities (see also Niezgoda & Röver, 2001).”
• Contexts and pragmatics learning: Problems and opportunities of the study abroad research (2016, background): “Indeed, Niezgoda & Röver (2001) explained that EFL learners’ superior performance is because of their higher-level proficiency and motivation.”