Pragmatics in Language Teaching: The role of input enhancement in developing pragmatic competence

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Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, methodology): “As discussed in Takahashi (2001), Japanese EFL learners tend to believe that they have already mastered L2 request realization with mono-clausal request forms as the most appropriate forms for making English requests in particular request situations.”
The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese (2012, background): “Broadly speaking, the findings also echo previous studies that documented positive instructional effects on promoting pragmatic accuracy in production tasks (e.g., Alcón-Soler, 2005; House, 1996; Kakegawa, 2009; Kondo, 2008; Rose & Ng, 2001; Takahashi, 2001; Tateyama, 2009).”
The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence (2012, background): “…et al., 1998; Fukuya and Clark, 2001; Fukuya and Zhang, 2002; Martinez-Flor, 2008; Martinez-Flor and Fukuya, 2005; Safont, 2003; Salazar, 2003; Takahashi, 2001, 2005; Takimoto, 2009), it has remained little known whether instruction works for more complex speech act sets1 such as constructive…”
Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, methodology): “Other promising studies include those of Martı́nez-Flor (2006), which used recasts with enhancement (rising intonation), and Takahashi (2001), which included a form-comparison task.”