The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation

References

Akikawa, K. & N. Ishihara. 2010. “Please write a recommendation letter”: Teaching to write e-mail requests to faculty. In D. Tatsuki & N. Houck (eds.), Pragmatics: Teaching speech acts (pp. 47–66). Alexandria, VA: Teachers of English to Speakers of Other Languages.Suche in Google Scholar

Alcón-Soler, E. 2005. Does instruction work for learning pragmatics in the EFL context? System 33(3). 417–435.10.1016/j.system.2005.06.005Suche in Google Scholar

Alcón-Soler, E. 2007. Fostering EFL learners’ awareness of requesting through explicit and implicit consciousness-raising tasks. In M. De Pilar Garcia Mayo (ed.), Investigating tasks in formal language learning, 221–241. Bristol: Multilingual Matters.10.21832/9781853599286-014Suche in Google Scholar

Alcón-Soler, E. 2008. Learning how to request in an instructed language learning context. Bern: Peter Lang.Suche in Google Scholar

Alcón-Soler, E. 2013. Mitigating email requests in teenagers’ first and second language academic cyber-consultations. Multilingua 32(6). 779–799.10.1515/multi-2013-0037Suche in Google Scholar

Alcón-Soler, E. 2015. Pragmatic learning and study abroad: Effects of instruction and length of stay. System 48. 62–74.10.1016/j.system.2014.09.005Suche in Google Scholar

Bardovi-Harlig, K. 2010. Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (ed.), Pragmatics across languages and cultures, 219–260. Berlin: De Gruyter Mouton.10.1515/9783110214444.2.219Suche in Google Scholar

Barron, A. 2008. The structures of requests in Irish English and English English. In K. Schneider & A. Barron (eds), Variational pragmatics, 35–68. Amsterdam: John Benjamins.10.1075/pbns.178.04barSuche in Google Scholar

Beebe, L. and M. Cummings. 1996. Natural speech act data versus written questionnaire data: how data collection method affects speech act performance. In S. Gass   J. Neu (eds.), Speech Acts Across Cultures, 65–86. Berlin: Mouton de Gruyter.10.1515/9783110219289.1.65Suche in Google Scholar

Biesenbach-Lucas, S. 2006. Making requests in e-mail: Do cyber-consultations entail directness? Toward conventions in a new medium. In K. Bardovi-Harlig, J.C. Felix-Brasdefer & A. Omar (eds.), Pragmatics and language learning, vol. 11, 81–107. Honolulu: National Foreign Language Resource Center, University of Hawaii Press.Suche in Google Scholar

Biesenbach-Lucas, S. 2007. Students writing e-mails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning and Technology 11(2). 59–81.Suche in Google Scholar

Bitchener, J. & U. Knoch. 2008 . The value of written corrective feedback for migrant and international students. Language Teaching Research Journal 12. 409–431.10.1177/1362168808089924Suche in Google Scholar

Blum-Kulka, S. & E. Olshtain. 1984. Requests and apologies: A cross-cultural study of speech act realisation patterns (CCSARP). Applied Linguistics 5. 196–213.10.1093/applin/5.3.196Suche in Google Scholar

Brown, P. & S. Levinson. 1987. Politeness. Some Universals in Language Usage. Cambridge: Cambridge University Press.10.1017/CBO9780511813085Suche in Google Scholar

Chen, C. 2001, February. Making e-mail requests to professors: Taiwanese vs. American students. Paper presented at the Annual Meeting of the American Association for Applied Linguistics, St. Louis. (ERIC Document Reproduction Service No. ED 461 299).Suche in Google Scholar

Chen, C. 2006. The development of e-mail literacy: From writing to peers to writing to authority figures. Language Learning and Technology 10(2). 35–55.Suche in Google Scholar

Chen, Y. 2015. Developing Chinese EFL learners’ email literacy through requests to faculty. Journal of Pragmatics 75. 131–149.10.1016/j.pragma.2014.05.009Suche in Google Scholar

Cohen, J. 1988. Statistical power analysis for the behavioral sciences, 2nd edn. Hillsdale, NJ: Lawrence Erlbaum Associates.Suche in Google Scholar

DeKeyser, R. 2007. Skill acquisition theory. In B. VanPatten & J. Williams (eds.), Theories in second language acquisition (pp. 97–113). Mahwah, NJ: Erlbaum.Suche in Google Scholar

Economidou-Kogetsidis, M. 2011. “Please answer me as soon as possible”: Pragmatic failure in non-native speakers’ e-mail requests to faculty, Journal of Pragmatics 43(13). 3193–3215.10.1016/j.pragma.2011.06.006Suche in Google Scholar

Ellis, R. 2006. Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19. 18–41.10.1075/aila.19.04ellSuche in Google Scholar

Ellis, R. 2009. A typology of written corrective types. ELT Journal 63(2). 97–107.10.1093/elt/ccn023Suche in Google Scholar

Ellis, R., Y. Sheen, M. Murakami & H. Takashima. 2008. The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36. 353–371.10.1016/j.system.2008.02.001Suche in Google Scholar

Félix-Brasdefer, J. C. 2012. E-mail requests to faculty: E-politeness and internal modification. In M. Economidou-Kogetsidis   H. Woodfield (eds.), Interlanguage Request Modification, 87–118. Amsterdam: John Benjamins.10.1075/pbns.217.04felSuche in Google Scholar

Ferris, D. 2010. Second language writing research and written corrective feedback in SLA. Intersections and practical applications. Studies in Second Language Acquisition 32(2). 181–201.10.1017/S0272263109990490Suche in Google Scholar

Ford, S. 2006. The use of pragmatics in e-mail requests made by second language learners of English. Studies in Language Sciences 5. 143–162.Suche in Google Scholar

Fukuya, Y., M. Reeve, J. Gisi & M. Christianson. 1998. Does focus on form work for teaching sociopragmatics? Paper Presented at the Annual Meeting of the International Conference on Pragmatics and Language Learning, University of Illinois at Urbana-Champaign, IL (ERIC Document Reproduction Service No. ED 452736).Suche in Google Scholar

Fuykuya, Y. & Y. Zhang. 2002. Effects of recasts on EFL learners’ acquisition of pragmalinguistic conventions of request. Second Language Studies 21(1). 1–47.Suche in Google Scholar

Hardford, B. & K. Bardovi-Harlig. 1996. At your earliest convenience: A study of written student requests to faculty. In L. Bouton (ed.), Pragmatics and Language Learning, vol. 7, 55–69. Urbana-Campaign: Division of English as an International Language, University of Illinois.Suche in Google Scholar

Harvey, K. 2013. Investigating adolescent health communication. A corpus linguistics approach. London: Bloomsbury Academic.Suche in Google Scholar

Hassall, T. 2001. Modifying requests in a second language. International Review of Applied Linguistics in Language Teaching 39. 259–283.10.1515/iral.2001.005Suche in Google Scholar

Hartshorn, K.J., N.W. Evans, P.F. Merrill, R.R. Sudweeks, D. Strong-Krause & N.J. Anderson. 2010. Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44. 84–109.Suche in Google Scholar

Hendriks, B. 2010. An experimental study of native speaker perceptions of non-native request modification in emails in English. Intercultural Pragmatics 7(2). 221–255.10.1515/iprg.2010.011Suche in Google Scholar

Hyland, K.,   F. Hyland. 2006. Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press.10.1017/CBO9781139524742Suche in Google Scholar

Jeon, E. H. & T. Kaya. 2006. Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In J. M. Norris & L. Ortega (eds.), Synthesizing research on language learning and teaching, 165–211. Amsterdam: John Benjamins.10.1075/lllt.13.10jeoSuche in Google Scholar

Kasper, G. & K. Rose. 2002. Pragmatic development in a second language. Oxford: Blackwell.Suche in Google Scholar

Koike, D. & L. Pearson. 2005. The effect of instruction and feedback in the development of pragmatic competence. System 33(3). 481–501.10.1016/j.system.2005.06.008Suche in Google Scholar

Li, S. 2010. The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. Language Learning 60(2). 309–365.10.1111/j.1467-9922.2010.00561.xSuche in Google Scholar

Li, S. 2011. The effect of input-based practice on pragmatic development in L2 Chinese. Language Learning 62(2). 403–438.10.1111/j.1467-9922.2011.00629.xSuche in Google Scholar

Lyster, R. & K. Saito. 2010. Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition 32(2). 265–302.10.1017/S0272263109990520Suche in Google Scholar

Lyster, R., K. Saito & M. Sato. 2013. Oral corrective feedback in second language classrooms. Language Teaching 46. 1–40.10.1017/S0261444812000365Suche in Google Scholar

Martínez-Flor, A. 2008. The effects of an inductive-deductive teaching approach to develop learners’ use of request modifiers in the EFL classroom. In E. Alcon (ed.), Learning how to request in an instructed language learning context, 191–225. Bern: Peter Lang.Suche in Google Scholar

Martínez-Flor, A. & Y. J. Fukuya. 2005. The effects of instruction on learners’ production of appropriate and accurate suggestions. System 33. 463–480.10.1016/j.system.2005.06.007Suche in Google Scholar

Martínez-Flor, A., E. Usó-Juan & A. Fernández-Guerra. 2003. Pragmatic competence and foreign language teaching. Spain: Servei de Publicacions de la Universitat Jaume I, Castello.Suche in Google Scholar

Nguyen, T.T.M. 2008. Modifying L2 criticisms: How learners do it? Journal of Pragmatics, 40 (4). 768–791.10.1016/j.pragma.2007.05.008Suche in Google Scholar

Nguyen, T.T.M., T.H. Pham & M.T. Pham. 2012. The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics 44 (4). 416–43410.1016/j.pragma.2012.01.003Suche in Google Scholar

Nguyen, T.T.M., H. Do, T.A. Nguyen & T. Pham. 2015. Teaching email requests in the academic context: A focus on the role of corrective feedback. Language Awareness, 24(2). 169–195.Suche in Google Scholar

Nipaspong, P. & S. Chinokul. 2010. The role of prompts and explicit feedback in raising EFL learners’ pragmatic awareness. University of Sydney Papers in TESOL 5. 101–146.Suche in Google Scholar

Pica, T. 2009. Second language acquisition in the instructed environment. In W. Ritchie & T. Bhatia (eds), The new handbook of second language acquisition, 473–495. Bingley: Emerald.Suche in Google Scholar

Rose, K. 2005. On the effects of instruction in second language pragmatics. System 33. 385–399.10.1016/j.system.2005.06.003Suche in Google Scholar

Rose, K. & G. Kasper 2001. Pragmatics in language teaching. Cambridge: Cambridge University Press.10.1017/CBO9781139524797Suche in Google Scholar

Russell, J. & N. Spada. 2006. The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. Norris & L. Ortega (eds.), Synthesizing research on language learning and teaching, 131–164. Amsterdam: Benjamins.Suche in Google Scholar

Safont, M.P. 2003. Instructional effects on the use of request acts modification devices by EFL learners. In A. Martínez-Flor, E. Usó & A. Fernández (eds.), Pragmatic competence and foreign language teaching, 211–232. Castello: Servei de Publicacions de la Universitat Jaume I.Suche in Google Scholar

Salazar, P.C., 2003. Pragmatic instruction in the EFL context. In A. Martínez-Flor, E. Usó & A. Fernández (eds.), Pragmatic Competence and Foreign Language Teaching, 233–246. Castello: Servei de Publicacions de la Universitat Jaume I.Suche in Google Scholar

Salsbury, T. 2000. The acquisitional grammaticalization of unreal conditionals and modality in L2 English: A longitudinal perspective. Ph.D. dissertation. USA: Indiana University.Suche in Google Scholar

Salsbury, T. & K. Bardovi-Harlig. 2000. Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M.E. Anderson, C.A. Klee & E. Tarone (eds.), Social and cognitive factors in second language acquisition, 57–76. Somerville, MA: Casadilla Press.Suche in Google Scholar

Sheen, Y. 2010a. The role of corrective feedback in second language acquisition: An introduction to the special issue. Studies in Second language Acquisition 32(2). 169–179.10.1017/S0272263109990489Suche in Google Scholar

Sheen, Y. 2010b. Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition 32(2). 203–234.10.1017/S0272263109990507Suche in Google Scholar

Shintani, N., R. Ellis & W. Suzuki. 2014. Effects of written feedback and revision on learners’ understanding and use of two English grammatical structures, Language Learning 64(1). 103–131.10.1111/lang.12029Suche in Google Scholar

Swain, M. 1995. Three functions of output in second language acquisition. In G. Cook & B. Seidlhofer (eds), Principles and practice in applied linguistics, 125–144. Oxford: Oxford University Press.Suche in Google Scholar

Taguchi, N. 2011. Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics 31. 289–310.10.1017/S0267190511000018Suche in Google Scholar

Taguchi, N. 2015. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. State-of-the-art article. Language Teaching 48. 1–50.10.1017/S0261444814000263Suche in Google Scholar

Takahashi, S. 2001. The role of input enhancement in developing interlanguage pragmatic competence. In K. Rose & G. Kasper (eds.), Pragmatics in language teaching, 171–199. New York: Cambridge University Press.10.1017/CBO9781139524797.014Suche in Google Scholar

Takahashi, S. 2005. Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics. System 3. 437–461.10.1016/j.system.2005.06.006Suche in Google Scholar

Takahashi, S. 2010. The effect of pragmatic instruction on speech act performance. In A. Martínez-Flor & E. Usó-Juan (eds.), Speech act performance: Theoretical, empirical and methodological issues, 127–144. Amsterdam: John Benjamins.10.1075/lllt.26.08takSuche in Google Scholar

Takimoto, M. 2006. The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research 10. 393–417.10.1191/1362168806lr198oaSuche in Google Scholar

Takimoto, M. 2009. Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics 41. 1029–1046.10.1016/j.pragma.2008.12.001Suche in Google Scholar

Yuan, Y. 2001. An inquiry into empirical pragmatics data-gathering methods: Written DCTs, field notes and natural conversations. Journal of Pragmatics 33(2). 271–292.10.1016/S0378-2166(00)00031-XSuche in Google Scholar