Technology-enhanced pragmatic instruction

References

1. Abe, M., & Roever, C.
   (2020) Task closings in L2 text-chat interactions: A study of L2 interactional competence. CALICO Journal, 37(1), 23–45. 10.1558/cj.38562
   https://doi.org/10.1558/cj.38562 [Google Scholar]
2. Abrams, Z.
   (2013) Say what?! L2 sociopragmatic competence in CMC: Skill transfer and development. CALICO Journal, 30(3), 423–445. 10.11139/cj.30.3.423‑445
   https://doi.org/10.11139/cj.30.3.423-445 [Google Scholar]
3. Alcón-Soler, E.
   (2005) Does instruction work for learning pragmatics in the EFL context?System, 33(3), 417–435. 10.1016/j.system.2005.06.005
   https://doi.org/10.1016/j.system.2005.06.005 [Google Scholar]
4. Alemi, M., & Haeri, N. S.
   (2020) Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language Learning & Technology, 24(2), 86–103. hdl.handle.net/10125/44727
   [Google Scholar]
5. Bardovi-Harlig, K.
   (2013) Developing L2 pragmatics. Language Learning, 63(1), 68–86. 10.1111/j.1467‑9922.2012.00738.x
   https://doi.org/10.1111/j.1467-9922.2012.00738.x [Google Scholar]
6. Barón, J., & Ortega, M.
   (2018) Investigating age differences in e-mail pragmatic performance. System, 781, 148–158. 10.1016/j.system.2018.08.001
   https://doi.org/10.1016/j.system.2018.08.001 [Google Scholar]
7. Belz, J.
   (2002) Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60–81. 10125/25143
   https://doi.org/10125/25143 [Google Scholar]
8. Biesenbach-Lucas, S.
   (2007) Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning & Technology, 11(2), 59–81. 10125/44104
   https://doi.org/10125/44104 [Google Scholar]
9. Blattner, G., & Fiori, M.
   (2011) Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal, 29(1), 24–43. 10.11139/cj.29.1.24‑43
   https://doi.org/10.11139/cj.29.1.24-43 [Google Scholar]
10. Brône, G., & Oben, B.
    (Eds.) (2018) Eye-tracking in interaction: Studies on the role of eye gaze in dialogue. John Benjamins. 10.1075/ais.10
    https://doi.org/10.1075/ais.10 [Google Scholar]
11. Canale, M.
    (1983) From communicative competence to communicative language pedagogy. InJ. C. Richards & R. Schmidt (Eds.), Language and Communication (pp.2–27). Longman.
    [Google Scholar]
12. Canale, M., & Swain, M.
    (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. 10.1093/applin/1.1.1
    https://doi.org/10.1093/applin/1.1.1 [Google Scholar]
13. Carrol, G., & Conklin, K.
    (2017) Cross language lexical priming extends to formulaic units: Evidence from eye-tracking suggests that this idea ‘has legs.’ Bilingualism: Language and Cognition, 20(2), 299–317. 10.1017/S1366728915000103
    https://doi.org/10.1017/S1366728915000103 [Google Scholar]
14. Chen, Y.
    (2015) Developing Chinese EFL learners’ email literacy through requests to faculty. Journal of Pragmatics, 751, 131–149. 10.1016/j.pragma.2014.05.009
    https://doi.org/10.1016/j.pragma.2014.05.009 [Google Scholar]
15. Chun, D. M.
    (1994) Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17–31. 10.1016/0346‑251X(94)90037‑X
    https://doi.org/10.1016/0346-251X(94)90037-X [Google Scholar]
16. Chun, D. M.
    (2011) Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392–419. 10.11139/cj.28.2.392‑419
    https://doi.org/10.11139/cj.28.2.392-419 [Google Scholar]
17. Codina-Espurz, V., & Salazar-Campillo, P.
    (2019) Openings and closing in emails by CLIL students: A pedagogical proposal. English Language Teaching, 12(2), 57–67. 10.5539/elt.v12n2p57
    https://doi.org/10.5539/elt.v12n2p57 [Google Scholar]
18. Cunningham, D. J.
    (2016) Request modification in synchronous computer-mediated communication: The role of focused instruction. The Modern Language Journal, 100(2), 484–507. 10.1111/modl.12332
    https://doi.org/10.1111/modl.12332 [Google Scholar]
19. Cunningham, D. J.
    (2019) L2 pragmatic learning in computer-mediated communication. InN. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp.372–386). Routledge. 10.4324/9781351164085‑24
    https://doi.org/10.4324/9781351164085-24 [Google Scholar]
20. Dimock, M.
    (2019) Defining generations: Where Millennials end and Generation Z begins (Generations). Pew Research Center. https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/
    [Google Scholar]
21. Filik, R., Brightman, E., Gathercole, C., & Leuthold, H.
    (2017) The emotional impact of verbal irony: Eye-tracking evidence for a two-stage process. Journal of Memory and Language, 931, 193–202. 10.1016/j.jml.2016.09.006
    https://doi.org/10.1016/j.jml.2016.09.006 [Google Scholar]
22. Gonzales, A.
    (2013) Development of politeness strategies in participatory online environments: A case study. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.101–120). John Benjamins. 10.1075/lllt.36.06gon
    https://doi.org/10.1075/lllt.36.06gon [Google Scholar]
23. González-Lloret, M.
    (2008) Computer-mediated Learning of L2 Pragmatics. InE. A. Soler & A. Martinez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp.114–132). Multilingual Matters. 10.21832/9781847690869‑008
    https://doi.org/10.21832/9781847690869-008 [Google Scholar]
24. González-Lloret, M.
    (2019) Task-based language teaching and L2 pragmatics. InN. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp.338–352). Routledge. 10.4324/9781351164085‑22
    https://doi.org/10.4324/9781351164085-22 [Google Scholar]
25. Ho, S., Foulsham, T., & Kingstone, A.
    (2015) Speaking and listening with the eyes: Gaze signaling during dyadic interactions. PLOS ONE, 10(8), e0136905. 10.1371/journal.pone.0136905
    https://doi.org/10.1371/journal.pone.0136905 [Google Scholar]
26. Holden, C., & Sykes, J. M.
    (2013) Complex L2 pragmatic feedback via place-based mobile games. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.155–183). John Benjamins. 10.1075/lllt.36.09hol
    https://doi.org/10.1075/lllt.36.09hol [Google Scholar]
27. Hymes, D.
    (1972) On Communicative Competence. InJ. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp.269–293). Penguin.
    [Google Scholar]
28. Jenks, C. J., & Brandt, A.
    (2013) Managing mutual orientation in the absence of physical copresence: Multiparty voice-based chat room interaction. Discourse Processes, 50(4), 227–248. 10.1080/0163853X.2013.777561
    https://doi.org/10.1080/0163853X.2013.777561 [Google Scholar]
29. Jeon, E. H., & Kaya, T.
    (2006) Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. InJ. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp.165–211). John Benjamins. 10.1075/lllt.13.10jeo
    https://doi.org/10.1075/lllt.13.10jeo [Google Scholar]
30. Kasper, G.
    (1997) Can pragmatic competence be taught? (NetWork #6) Second Language Teaching and Curriculum Center. www.nflrc.hawaii.edu/NetWorks/NW06/
31. Kasper, G.
    (2009) L2 pragmatic development. InW. C. Ritchie & T. K. Bhatia (Eds.), The new handbook of second language acquisition (1st ed., pp.259–284). Emerald.
    [Google Scholar]
32. Kasper, G., & Schmidt, R.
    (1996) Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(2), 149–169. 10.1017/S0272263100014868
    https://doi.org/10.1017/S0272263100014868 [Google Scholar]
33. Li, Q.
    (2019) L2 Chinese learners’ pragmatic developmental patterns in data-driven instruction and computer-mediated communication (CMC): A case of Chinese sentence final particle ne. Applied Pragmatics, 1(2), 154–183. 10.1075/ap.19006.li
    https://doi.org/10.1075/ap.19006.li [Google Scholar]
34. Li, S.
    (2013) Amount of practice and pragmatic development of request-making in L2 Chinese. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.43–69). John Benjamins. 10.1075/lllt.36.04li
    https://doi.org/10.1075/lllt.36.04li [Google Scholar]
35. Nguyen, T. T. M.
    (2018) Pragmatic development in the instructed context: A longitudinal investigation of L2 email requests. Pragmatics, 28(2), 217–252. 10.1075/prag.00007.ngu
    https://doi.org/10.1075/prag.00007.ngu [Google Scholar]
36. Norris, J., & Ortega, L.
    (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. 10.1111/0023‑8333.00136
    https://doi.org/10.1111/0023-8333.00136 [Google Scholar]
37. Ortega, L.
    (2019) SLA for the 21st century: Discipline progress, transdisciplinary relevance, and the bi/multilingual turn. InD. P. Macedo (Ed.), Decolonizing foreign language education: The misteaching of English and other colonial languages (pp.111–130). Routledge. 10.4324/9780429453113‑4
    https://doi.org/10.4324/9780429453113-4 [Google Scholar]
38. Pan, P. C.
    (2012) Interlanguage requests in institutional e-mail discourse. InM. Economidou-Kogetsidis & H. Woodfield (Eds.), Interlanguage request modification (pp.119–161). John Benjamins. 10.1075/pbns.217.05cat
    https://doi.org/10.1075/pbns.217.05cat [Google Scholar]
39. Perrin, A., & Atske, S.
    (2021) About three-in-ten U.S. adults say they are ‘almost constantly’ online (Internet Connectivity). Pew Research Center. https://www.pewresearch.org/fact-tank/2021/03/26/about-three-in-ten-u-s-adults-say-they-are-almost-constantly-online/
    [Google Scholar]
40. Peterson, M.
    (2012) Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(03), 361–380. 10.1017/S0958344012000195
    https://doi.org/10.1017/S0958344012000195 [Google Scholar]
41. Plonsky, L., & Zhuang, J.
    (2019) A meta-analysis of second language pragmatics instruction. InN. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp.287–307). Routledge.
    [Google Scholar]
42. Pojanapunya, P., & Jaroenkitboworn, K.
    (2011) How to say “good-bye” in second life. Journal of Pragmatics, 43(14), 3591–3602. 10.1016/j.pragma.2011.08.010
    https://doi.org/10.1016/j.pragma.2011.08.010 [Google Scholar]
43. Rafieyan, V., Sharafi-Nejad, M., Khavari, Z., Siew Eng, L., & Rashid Mohamed, A.
    (2014) Pragmatic comprehension development through telecollaboration. English Language Teaching, 7(2), 11. 10.5539/elt.v7n2p11
    https://doi.org/10.5539/elt.v7n2p11 [Google Scholar]
44. Reinhardt, J., & Ryu, J.
    (2013) Using social network-mediated bridging activities to develop socio-pragmatic awareness in elementary Korean. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 18–33. 10.4018/ijcallt.2013070102
    https://doi.org/10.4018/ijcallt.2013070102 [Google Scholar]
45. Rockey, C., Tiegs, J., & Fernández, J.
    (2019) Mobile application use in technology-enhanced DCTs. CALICO Journal, 37(1), 85–108. 10.1558/cj.38773
    https://doi.org/10.1558/cj.38773 [Google Scholar]
46. Rose, K. R., & Kasper, G.
    (2001) Pragmatics in language teaching. Cambridge University Press. 10.1017/CBO9781139524797
    https://doi.org/10.1017/CBO9781139524797 [Google Scholar]
47. Showstack, R. E., & Vergara Wilson, D.
    (2020) Research on pragmatics learning, teaching, and curricula for heritage speakers. InD. A. Koike & J. C. Félix-Brasdefer (Eds.), The Routledge handbook of Spanish pragmatics: Foundations and interfaces (pp.455–468). Routledge. 10.4324/9780429455643‑33
    https://doi.org/10.4324/9780429455643-33 [Google Scholar]
48. Soares Palmer, D.
    (2010) Second language pragmatic socialization in world of warcraft (Publication No. ED520797) [Doctoral dissertation, University of California]. ProQuest Dissertations and Theses Global.
49. Sydorenko, T., Daurio, P., & L. Thorne, S.
    (2018) Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning, 31(1–2), 157–180. 10.1080/09588221.2017.1394326
    https://doi.org/10.1080/09588221.2017.1394326 [Google Scholar]
50. Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. L.
    (2020) Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. Language Learning & Technology, 24(2), 48–69. hdl.handle.net/10125/44725
    [Google Scholar]
51. Sykes, J. M.
    (2009) Learner requests in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatic acquisition. InL. Lomicka & G. Lord (Eds.), The second generation: Online collaboration and social networking in CALL (pp.199–234). Texas State University.
    [Google Scholar]
52. Sykes, J. M.
    (2013) Multiuser virtual environments. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.71–100). John Benjamins. 10.1075/lllt.36.05syk
    https://doi.org/10.1075/lllt.36.05syk [Google Scholar]
53. Sykes, J. M., & Dubreil, S.
    (2019) Pragmatics learning in digital games and virtual environments. InN. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp.387–399). Routledge. 10.4324/9781351164085‑25
    https://doi.org/10.4324/9781351164085-25 [Google Scholar]
54. Sykes, J. M., & Taguchi, N.
    (2013) The future of pragmatics and technology. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.271–274). John Benjamins. 10.1075/lllt.36.14syk
    https://doi.org/10.1075/lllt.36.14syk [Google Scholar]
55. Taguchi, N.
    (2013) Comprehension of conversation implicature. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.19–41). John Benjamins. 10.1075/lllt.36.03tag
    https://doi.org/10.1075/lllt.36.03tag [Google Scholar]
56. Taguchi, N.
    (2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 481, 1–50. 10.1017/S0261444814000263
    https://doi.org/10.1017/S0261444814000263 [Google Scholar]
57. Taguchi, N.
    (2021) Learning and teaching pragmatics in the globalized world: Introduction to the special issue. The Modern Language Journal, 105(3), 615–622. 10.1111/modl.12716
    https://doi.org/10.1111/modl.12716 [Google Scholar]
58. Taguchi, N.
    (2022a) Dispreferred speech acts in virtual reality: Analysis of tone choices and hesitations. System, 1061, 102793. 10.1016/j.system.2022.102793
    https://doi.org/10.1016/j.system.2022.102793 [Google Scholar]
59. Taguchi, N.
    (2022b) Immersive virtual reality for pragmatics task development. TESOL Quarterly, 56(1), 308–335. 10.1002/tesq.3070
    https://doi.org/10.1002/tesq.3070 [Google Scholar]
60. Taguchi, N., Li, Q., & Tang, X.
    (2017) Learning Chinese formulaic expressions in a scenario-based interactive environment. Foreign Language Annals, 50(4), 641–660. 10.1111/flan.12292
    https://doi.org/10.1111/flan.12292 [Google Scholar]
61. Taguchi, N., & Roever, C.
    (2017) Second language pragmatics. Oxford University Press.
    [Google Scholar]
62. Takamiya, Y., & Ishihara, N.
    (2013) Blogging: Crosscultural interaction for pragmatic development. InN. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp.185–214). John Benjamins. 10.1075/lllt.36.10tak
    https://doi.org/10.1075/lllt.36.10tak [Google Scholar]
63. Tang, X.
    (2020) Task-based interactional sequences in different modalities: A comparison between computer-mediated written chat and face-to-face oral chat. Applied Pragmatics, 2(2), 174–198. 10.1075/ap.19010.tan
    https://doi.org/10.1075/ap.19010.tan [Google Scholar]
64. Tang, X., & Taguchi, N.
    (2020) Designing and using a scenario-based digital game to teach Chinese formulaic expressions. CALICO Journal, 31(1), 1–22. 10.1558/cj.38574
    https://doi.org/10.1558/cj.38574 [Google Scholar]
65. Tang, X., & Taguchi, N.
    (2021) Digital game-based learning of formulaic expressions in second language Chinese. The Modern Language Journal, 105(3), 740–759. 10.1111/modl.12725
    https://doi.org/10.1111/modl.12725 [Google Scholar]
66. Thorne, S., Hellermann, J., Jones, A., & Lester, D.
    (2015) Interactional practices and artifact orientation in mobile augmented reality game play. PsychNology Journal, 13(2–3), 259–286. www.psychnology.org/index.php?page=abstract---volume-13---thorne
    [Google Scholar]
67. Timpe-Laughlin, V., Evanini, K., Green, A., Blood, I., Dombi, J., & Ramanarayanan, V.
    (2017) Designing interactive, automated dialogues for L2 pragmatics learning. InV. Petukhova & Y. Tain (Eds.), Proceedings of the 21st workshop on the semantics and pragmatics of dialogue (pp.143–152). SEMDIAL. 10.21437/SemDial.2017‑13
    https://doi.org/10.21437/SemDial.2017-13 [Google Scholar]
68. Timpe-Laughlin, V., & Dombi, J.
    (2020) Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent. Intercultural Pragmatics, 17(2), 221–257. 10.1515/ip‑2020‑0010
    https://doi.org/10.1515/ip-2020-0010 [Google Scholar]
69. Tromp, J., Hagoort, P., & Meyer, A. S.
    (2016) Pupillometry reveals increased pupil size during indirect request comprehension. Quarterly Journal of Experimental Psychology, 69(6), 1093–1108. 10.1080/17470218.2015.1065282
    https://doi.org/10.1080/17470218.2015.1065282 [Google Scholar]
70. Tsai, M.-H., & Kinginger, C.
    (2014) Giving and receiving advice in computer-mediated peer response activities. CALICO Journal, 32(1), 82–112. 10.1558/calico.v32i1.25959
    https://doi.org/10.1558/calico.v32i1.25959 [Google Scholar]
71. Tudini, V.
    (2013) Form-focused social repertoires in an online language learning partnership. Journal of Pragmatics, 50(1), 187–202. 10.1016/j.pragma.2012.12.005
    https://doi.org/10.1016/j.pragma.2012.12.005 [Google Scholar]
72. Utashiro, T., & Kawai, G.
    (2009) Blended learning for Japanese reactive tokens: Effects of computer-led, instructor-led, and peerbased instruction. InN. Taguchi (Ed.), Pragmatic competence (pp.275–299). Mouton de Gruyter. 10.1515/9783110218558.275
    https://doi.org/10.1515/9783110218558.275 [Google Scholar]
73. Van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A.
    (2016) Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100(1), 341–361. 10.1111/modl.12318
    https://doi.org/10.1111/modl.12318 [Google Scholar]
74. Ward, N. G., Escalante, R., Al Bayyari, Y., & Solorio, T.
    (2007) Learning to show you’re listening. Computer Assisted Language Learning, 20(4), 385–407. 10.1080/09588220701745825
    https://doi.org/10.1080/09588220701745825 [Google Scholar]
75. Yeh, E., & Swinehart, N.
    (2019) Testing the waters: Developing interlanguage pragmatics through exploration, experimentation, and participation in online communities. CALICO Journal, 37(1), 66–84. 10.1558/cj.38529
    https://doi.org/10.1558/cj.38529 [Google Scholar]
76. Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M.
    (2012) Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. 10.3102/0034654312436980
    https://doi.org/10.3102/0034654312436980 [Google Scholar]
77. Yus, F.
    (2001) Ciberpragmática. El uso del lenguaje en Internet. Ariel.
    [Google Scholar]