The Effect of Interventionist Instructions of English Conversational Implicatures on Iranian EFL Intermediate Level Learners’ Pragmatic Competence Development

References

• Agustina, M., & Ariyanti, L. (2016). Flouting maxim to create humor in movie This Means War. Language Horison, 4(2), 38–20. https://jurnalmahasiswa.unesa.ac.id/index.php/language-horizon/article/viewFile/14950/13525
   Google Scholar
• Alcon, E. (2007). Incidental focus on form, noticing and vocabulary learning in EFL classroom. International Journal of English Studies, 7, 41–60. https://files.eric.ed.gov/fulltext/EJ1072187.pdf
   Google Scholar
• Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13–32). Cambridge University Press.
   Google Scholar
• Beltrán-Planques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80–90. https://doi.org/10.1016/j.system.2018.01.008
   Web of Science ®Google Scholar
• Bowles, M. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247–271. https://doi.org/10.1017/S0272263110000756
   Web of Science ®Google Scholar
• Briner, B. J. (2012). Introduction to pragmatics. Wiley Blackwell.
   Google Scholar
• Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38–49. https://doi.org/10.1093/elt/58.1.38
   Google Scholar
• Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Blackwell Publishing.
   Google Scholar
• Da Silva, B., & Jose, A. (2003). The effect of instruction on pragmatic development: Teaching polite refusal in English. Second Language Studies, 22(1), 55–106. https://scholarspace.manoa.hawaii.edu/bitstream/10125/40659/Bacelar%20de%20Silva%20%282003%29_WP22%281%29.pdf
   Google Scholar
• Darighgoftar, S., & Ghaffari, F. (2012). Different homeopathic characters violate cooperative principles differently. International Journal of Linguistics, 4(3), 266–280. https://doi.org/10.5296/ijl.v4i3.1932
   Google Scholar
• Dornerus, E. (2005). Breaking maxim in conversation: A comparative study of how scriptwriters break maxims in Desperate Housewives and That 70th Show. Unpublished Postgraduate Dissertation. Karlstad Universteit.
   Google Scholar
• Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
   Google Scholar
• Eslami-Rasekh, Z. (2004). Face keeping strategies in reaction to complaints: English and Persian. Journal of Asian Pacific Communication, 14(1), 181–198. https://doi.org/10.1075/japc.14.1.11esl
   Google Scholar
• Garcia, P. (2004). Meaning in academic contexts: A corpus-based study of pragmatic utterances [Unpublished doctoral dissertation]. Northern Arizona University.
   Google Scholar
• Ghobadi, A., & Fahim, M. (2009). The effect of explicit and implicit teaching of English thanking formulas‖ on Iranian EFL intermediate level students at English language institutes. System, 37(3), 526–537. https://doi.org/10.1016/j.system.2009.02.010
   Web of Science ®Google Scholar
• Glaser, K. (2014). Inductive or deductive? The impact of method of instruction on the acquisition of pragmatic competence in EFL. Cambridge Scholars Publishing.
   Google Scholar
• Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics, volume 3: Speech acts (pp. 41–58). Academic Press.
   Google Scholar
• Grice, H. P. (1981). Presupposition and conversational implicature. In P. Cole Ed., Radical pragmatics (pp. 183–197). Academic Press. (Reprinted in Grice (1989), pp. 269-82.).
   Google Scholar
• Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72(3), 768–786. https://doi.org/10.1111/1467-8624.00314
   PubMed Web of Science ®Google Scholar
• Kaburise, P. (2014). Using explicit and implicit instruction to develop pragmatic ability in non-urban classrooms in South Africa. Mediterranean Journal of Social Sciences, 5(23), 1235–1241. https://pdfs.semanticscholar.org/3fd4/e499e83c0924dec6b4228eed0407b7b99f89.pdf
   Google Scholar
• Katsos, N., & Bishop, D. (2011). Pragmatic tolerance: Implications for the acquisition of informativeness and implicature. Cognition, 120(1), 67–81. https://doi.org/10.1016/j.cognition.2011.02.015
   PubMed Web of Science ®Google Scholar
• Kecskes, I. (2015). How does pragmatic competence develop in bilinguals? International Journal of Multilingualism, 12(4), 419–434. https://doi.org/10.1080/14790718.2015.1071018
   Web of Science ®Google Scholar
• Khatib, M., & Baqerzadeh Hosseini, M. (2015). The effect of explicit and implicit instruction through plays on EFL learners’ speech act production. Iranian Journal of Applied Linguistics, 18(2), 109–140. https://doi.org/10.18869/acadpub.ijal.18.2.109
   Google Scholar
• Kia, E., & Salehi, M. (2013). The Effect of explicit and implicit instruction of English thanking and complimenting formulas on developing pragmatic competence of Iranian EFL upper-intermediate level learners. Journal of Basic and Applied Scientific Research, 3(8), 202–215. https://www.researchgate.net/publication/282780145_The_Effect_of_Explicit_and_Implicit_Instruction_of_English_Thanking_and_Complimenting_Formulas_on_Developing_Pragmatic_Competence_of_Iranian_EFL_Upper-Intermediate_Level_learners
   Google Scholar
• Kubota, M. (1995). Teachability of conversational implicature to Japanese EFL learners. Institute for Research in Language Teaching Bulletin, 9, 35–67. https://www.researchgate.net/publication/234561388_Teachability_of_Conversational_Implicature_to_Japanese_EFL_Learners
   Google Scholar
• Mey, J. (2001). Pragmatics: An Introduction. Foreign Language Teaching and Research Press.
   Google Scholar
• Morris, C. (1938). Foundations of the theory of signs. In O. Neurath, R. Carnap, & C. Morris (Eds.), International encyclopedia of unified science (pp. 77–138). University of Chicago Press.
   Google Scholar
• Namaziandost, E., Razmi, M. H., Heidari, S., & Tilwani, S. A. (2020). A contrastive analysis of emotional terms in bed-night stories across two languages: Does itaffect learners' pragmatic knowledge of controlling emotions? Seeking implications to teach English to EFL learners. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-020-09739–y d
   Google Scholar
• Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative metaanalysis. Language Learning, 50(3), 417–528. https://doi.org/10.1111/0023-8333.00136
   Web of Science ®Google Scholar
• O’Neill, T. A. (2017). An overview of interrater agreement on Likert scales for researchers and practitioners. Frontiers in Psychology, 8, 1–15. https://doi.org/10.3389/fpsyg.2017.00777
   PubMed Web of Science ®Google Scholar
• Qi, X., & Lai, C. (2017). The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70, 26–37. https://doi.org/10.1016/j.system.2017.08.011
   Web of Science ®Google Scholar
• Rafieyan, V. (2016). Effect of focus on form versus focus on forms pragmatic instruction on development of pragmatic comprehension and production. Journal of Education and Practice, 7(20), 41–48. https://www.researchgate.net/publication/305735302_Effect_of_'Focus_on_Form'_versus_'Focus_on_Forms'_Pragmatic_Instruction_on_Development_of_Pragmatic_Comprehension_and_Production
   Google Scholar
• Razmi, M. H., Jabbari, A. A., & Fazilatfar, A. M. (2020). Perfectionism, self-efficacy components, and metacognitive listening strategy use: A multicategorical multiple mediation analysis. Journal of Psycholinguistic Research. doi:10.1007/s10936-020-09733-4
   Google Scholar
• Safont, M. P. (2005). Third language learners: Pragmatic production and awareness. Multilingual Matters.
   Google Scholar
• Salazar, P. C. (2003). Pragmatic instruction in the EFL context. In A. Martinez-Flor, E. Uso, & A. Fernandez (Eds.), Pragmatic competence and foreign language teaching (pp. 233–246). Servei de Publicacions de la Universitat Jaume I.
   Google Scholar
• Salemi, A., Rabiee, M., & Ketabi, S. (2012). The effects of explicit/implicit instruction and feedback on the development of Persian EFL learners’ pragmatic competence in suggestion structures. Journal of Language Teaching and Research, 3(1), 188–199. https://doi.org/10.4304/jltr.3.1.188-199
   Google Scholar
• Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
   Web of Science ®Google Scholar
• Seliger, H. (1979). On the nature and function of language rules in language teaching. TESOL Quarterly, 13(3), 359–369. https://doi.org/10.2307/3585883
   Web of Science ®Google Scholar
• Sobhani, A., & Saghebi, A. (2014). The violation of cooperative principles and four maxims in Iranian psychological consultation. Open Journal of Modern Linguistics, 4(1), 91–99. https://doi.org/10.4236/ojml.2014.41009
   Google Scholar
• Taguchi, N. (2012). Context, individual differences, and pragmatic competence. Multilingual Matters.
   Google Scholar
• Taguchi, N., & Yamaguchi, S. (2019). Implicature comprehension in L2 pragmatics research. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 31–46). New York, NY: Routledge.
   Google Scholar
• Takahashi, S. (2001a). Explicit and implicit instruction of L2 complex request forms. In P. Robinson, M. Sawyer, & S. Ross (Eds.), Second Language Acquisition Research in Japan (pp. 73–100). Japan Association for Language Teaching.
   Google Scholar
• Takahashi, S. (2001b). The role of input enhancement in developing pragmatic competence. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching (pp. 171–199). Cambridge University Press.
   Google Scholar
• Thomas, J. (2014). Meaning in Interaction: An introduction to pragmatics. Pearson Education.
   Google Scholar
• Trosborg, A. (2003). The teaching of business pragmatics. In A. Martinez-Flor, E. Uso, & A. Fernandez (Eds.), Pragmatic competence and foreign language teaching (pp. 247–281). Servei de Publicacions de la Universitat Jaume I.
   Google Scholar
• Van Dijk, T. A. (1977). Context and cognition: Knowledge frames and speech act comprehension. Journal of Pragmatics, 1(3), 211–232. https://doi.org/10.1016/0378-2166(77)90035-2
   Web of Science ®Google Scholar
• Vásquez, C., & Sharpless, D. (2009). The role of pragmatics in the MA TESOL programs: Findings from a Nationwide Survey. TESOL Quarterly, 43(1), 5–28. https://doi.org/10.1002/j.1545-7249.2009.tb00225.x
   Web of Science ®Google Scholar
• Wishnoff, R. J. (2000). Hedging your bets: L2 learners’ acquisition of pragmatic devices in academic writing and computer-mediated discourse. Second Language Studies, 19, 127–157. https://www.researchgate.net/publication/228550729_Hedging_your_bets_L2_learners'_acquisition_of_pragmatic_devices_in_academic_writing_and_computer-mediated_discourse
   Google Scholar
• Yoshimi, D. R. (2001). Explicit instruction and JFL learners’ use of interactional discourse markers. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 223–244). Cambridge University Press.
   Google Scholar
• Ziafar, M. (2018). The influence of explicit, implicit, and contrastive lexical approaches on pragmatic competence: The case of Iranian EFL learners. In IRAL - International Review of Applied Linguistics in Language Teaching (pp. 1–29). In Press. https://doi.org/10.1515/iral-2016-0018
   Google Scholar