Pragmatics in Language Teaching: Evaluating the empirical evidence: Grounds for instruction in pragmatics?
By K. Bardovi-Harlig. 2001
469 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/fcc9f6be7f708c7a1a669a1de82829fb41e0e3fc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Naoko Taguchi
- S. Takahashi
- N. Vyatkina
- Andrew Dight Cohen
- Donna Sharpless
- Camilla Vásquez
- Peter Robinson
- Sharyl Tanck
In Literature and Literary Theory
- Naoko Taguchi
- Donna Sharpless
- Camilla Vásquez
- Peter Robinson
- N. Vyatkina
- Sharyl Tanck
- Andrew Dight Cohen
- S. Takahashi
Citations in the corpus
- APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…and responding appropriately to the intended illocutionary force of questions and statements about the product or service that is being described (Bardovi-Harlig, 2001; Baron-Cohen, 1995; Langdon, Coltheart, Ward & Catts, 2002; Levinson, 1995); use of appropriate discourse markers, address forms…”
- 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.”
- Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “…Beebe and Takahashi 1989a, 1989b; Olshtain and Cohen 1989; Maeshiba et al. 1996), it has been consistently found that high proficiency is not matched by native-level pragmatic performance (e.g. Takahashi and Beebe 1987; Takahashi 1996; see also Bardovi-Harlig 1999, 2001; Kasper and Rose 2002).”
- Teaching Pragmatics: Trends and Issues (2011, background): “…communication situations and registers within classroom discourse, as well as information about pragmatic norms of the given language in textbooks, and instead the presence of inauthentic language samples based on intuitions of textbook writers (Bardovi-Harlig, 2001; Kasper, 2001; Vellenga, 2004).”
- Learner Corpus Analysis and the Development of L2 Pragmatic Competence in Networked Inter-cultural Language Study: The Case of German Modal Particles (2005, background): “Although general tendencies can be seen in the data in aggregation, each individual learner followed an idiosyncratic path sensitive to his or her own particular sociocultural history with respect to the development of MP use and awareness (see Belz, 2004; see also Belz & Kinginger, 2003, p. 642). T”