Acquisition in Interlanguage Pragmatics: Learning How to Do Things with Words in a Study Abroad Context: Anne Barron, John Benjamins, Amsterdam, 2003, EUR/USD 115.00, xiv + 398 pages, hardback

By M. Ishida. 2005

163 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f615f78e626555ae660d1ee4574ef54638615356

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Citations in the corpus

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).”
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.”
The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, unknown): “2004; Duperron, 2006; Isabelli, 2004, 2007), pragmatic (Barron, 2003; Cohen & Shively, 2007; Magnan & Back, 2006; Rodríguez, 2001), and sociolinguistic competence (Barron, 2006; Regan, 1995, 2003).”
An experimental study of native speaker perceptions of non-native request modification in e-mails in English (2010, background): “…request modification and also di¤erent types of request modifiers compared to native speakers and that even advanced learners rarely seem to approach target language norms in these respects (Barron 2003; Hendriks 2002; House and Kasper 1987; Le Pair 2005; Van der Wijst 1996; Woodfield 2008).”
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”
Intercultural Language Use and Language Learning (2007, background): “In so doing, we are provided with a different view of pragmatic development to that presented by other scholars (Kasper and Rose 2002; Barron 2003), who have mainly considered second language learning contexts or who have not paid much attention to individual variables, like those of the learners’ m”