67ade46e7c9f1.pdf
DOI:
Mavjud emas
. Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(Suppl. 1), 68–86.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(3), 282–295. Retrieved from: https://doi.org/10.1016/j.system.2012.05.001
Brown, P., & Levinson, S. C. (2014). Politeness: Some universals in language usage (pp. 76–80). Cambridge, England: Cambridge University Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Chalikandy, M. (2023). Bridging the gap between form and meaning through discourse-based approach. International Journal Of English and Studies (IJOES), 5(12), 75.
Cogo, A. (2009). Accommodating difference in ELF conversations: A study of pragmatic strategies. In A. Mauranen & E. Ranta (Eds.), English as a Lingua Franca: Studies and Findings (pp. 254–273). Newcastle: Cambridge Scholars Publishing.
Crystal, D. (Ed.). (2017). The Cambridge encyclopedia of language (pp. 124-126). Cambridge, UK: Cambridge University Press.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224.
Eslami, Z. R., Mirzaei, A., & Shadi, D. (2015). The role of asynchronous computer-mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48, 99–111.
Fatah, Y., & Ibrahim, N. (2020). The importance of utilizing pragmatics in EFL/ESL context (pp. 2–11). Research Square. Retrieved from: https://doi.org/10.21203/rs.3.rs-22375/v1
Galskova, N. D., & Gez, N. I. (2004). Theory of teaching foreign languages: Linguodidactics and methodology (p. 336). Moscow, Russia: APKiPPRO
Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica: An International Journal of Applied Linguistics, 45(2), 119–131. Retrieved from: https://doi.org/10.14746/gl.2018.45.2.06
Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 2–11. Retrieved from: https://scholarspace.manoa.hawaii.edu/bitstream/10125/44607/1/21_02_e merging.pdf
House, J. (2010). The pragmatics of English as a lingua franca. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 363–387). Berlin: Mouton de Gruyter.
House, J. (2013). Developing pragmatic competence in English as a lingua franca: Using discourse markers to express (inter)subjectivity and connectivity. Journal of Pragmatics, 59, 57–67.
Huang, Z., & Kong, L. (2023). The cross-cultural pragmatic failure and the implications of foreign language teaching based on embodiedcognitive blending. Frontiers in Educational Research, 6(24), 87–92. Retrieved from: https://doi.org/10.25236/FER.2023.062415
Ishihara, N. (2012). Incorporating a critical approach into teaching pragmatics: A story-based approach. International Journal of Innovation in English Language Teaching, 1(1), 29–36.
Ishihara, N., & Cohen, A. D. (2022). Teaching and learning pragmatics: Where language and culture meet (pp. 1–19). London, England: Routledge
Karimova, I. (2024). Pragmatic abilities of school-aged students and materials that can be used to develop pragmatic competence. Journal of Advanced Scientific Research, 5(10), 20–23.
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language (p. 126). Oxford, England: Blackwell.
Leech, G. (2016). Principles of Pragmatics (pp. 10–17). London: Routledge. Retrieved from: https://doi.org/10.4324/9781315835976
Leonardo Sarmento Travincas de Castro. (2022). Integrating taskbased learning and pragmatics: Some practical ideas. Brazilian English Language Teaching Journal (BELT), 13(1), 5. Retrieved from: https://doi.org/10.1590/2178-3640.2022
Levinson, S. C. (2008). Pragmatics (p. 5). Cambridge, England: Cambridge University Press.
Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis (pp. 19–76). Cambridge, England: Cambridge University Press.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294–301.
Murray, N. (2012). English as a lingua franca and the development of pragmatic competence. ELT Journal, 66(3), 318–326.
Nunan, D. (2010). Task-based language teaching (p. 25). Cambridge, England: Cambridge University Press.
Purpura, J. (2010). Assessing grammar (pp. 52–64). Cambridge, England: Cambridge University Press. Retrieved from:https://doi.org/10.1017/CBO9780511733086
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (p. 449). London, England: Longman.
Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language Testing, 23(2), 229–256.
Shokouhi, S., & Rezaei, A. (2015). The importance of teaching pragmatics in the classroom (focus on complimenting). Journal for the Study of English Linguistics, 3(1), 101. Retrieved from: https://doi.org/10.5296/jsel.v3i1.7890
Solovova, N. V. (2010). Methodological competence of a university teacher. Bulletin of the Baltic Federal University. I. Kant. Series: Philology, Pedagogy, Psychology, 5, 52–59.
Snowling, M., Lervåg, A., Nash, H., & Hulme, C. (2018). Longitudinal relationships between speech perception, phonological skills, and reading in children at high risk of dyslexia. Developmental Science, 22(1). Retrieved from: https://doi.org/10.1111/desc.12723
Spencer-Oatey, H., & Jiang, W. (2003). Explaining cross-cultural pragmatic findings: Moving from politeness maxims to sociopragmatic interactional principles (SIPs). Journal of Pragmatics, 35(10–11), 1633– 1650.
Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. Retrieved from: https://doi.org/10.1017/s0267190511000018
Taguchi, N., & Ishihara, N. (2018). The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics, 38, 80–101.
Timpe Laughlin, V., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence (ETS Research Report No. RR-15). Princeton, NJ: Educational Testing Service. (p. 2).
Tursunov, S. (2021). The role of pragmatic competence in teaching pragmatic competence. International Journal of World Languages, 1(2), 54–59.
Willis, D., & Willis, J. (2013). Doing task-based teaching (pp. 6–11). Oxford, England: Oxford University Press.
Yule, G. (1996). Pragmatics (pp. 3–4). Oxford, England: Oxford University Press.
http://www.nflrc.hawaii.edu/networks/NW06/
https://www.elihinkel.org/downloads/culture_and_pragmatics.pdf