The role of computer mediation in the instruction and development of L2 pragmatic competence

Annual Review of Applied Linguistics

Volumn 27, Issue , 2007, Pages 45-75

  Belz, Julie A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41849138639     PISSN: 02671905     EISSN: 14716356     Source Type: Book Series    
DOI: 10.1017/S0267190508070037     Document Type: Review

References (151)

1. Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 62(1), 17-48.
2. Kakegawa, T., & Miyazaki, S. (2007). The development of sentence-final modal expressions in JFL e-mail correspondence. A paper presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.
3. Sykes, J. M., & Cohen, A. (2006). Dancing with words: Strategies for learning pragmatics in Spanish. Regents of the University of Minnesota. Retrieved October 15, 2007 from http://www.carla.umn.edu/speechacts/ sp_pragmatics/home.html
4. Ackerley, K., & Coccetta, F. (2007). Enhancing language learning through a multimedia corpus. ReCALL, 19(3), 351-370.
5. Adolphs, S., & Carter, R. (2007). Beyond the Word: New challenges in analysing corpora of spoken English. European Journal of English Studies, 11(2), 133-146.
6. Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In L. Bouton (Ed.), Pragmatics and language learning (pp. 21-39), Urbana-Champaign: University of Illinois, Division of English as an International Language.
7. Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49(4), 677-714.
8. Bardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In K. Rose & G. Kasper (Eds.), Pragmatics and language teaching (pp. 13-22). Cambridge, UK: Cambridge University Press.
9. Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262.
10. Bardovi-Harlig, K. & Hartford, B. S. (Eds.). (2005). Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.
11. Bardovi-Harlig, K. & Mahan-Taylor, R. (Eds.). (2003). Teaching pragmatics. Washington, DC: U.S. Department of State.
12. Barron, A. (2003). Acquisition in interlanguage pragmatics. Amsterdam: Benjamins.
13. Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-99.
14. Belz, J. A. (2006). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmatics: Considerations for language program direction. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 207-246). Boston: Heinle & Heinle.
15. Belz, J. A., & Kinginger, C. (2002.). The cross-linguistic development of address form use in telecollaborative language learning: two case studies. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 59(2), 189-214.
16. Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591-647.
17. Belz, J. A., & Thorne, S. L. (Eds.). (2006). Computer-mediated intercultural foreign language education. Boston: Heinle & Heinle.
18. Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes, 62(1), 17-48.
19. Bernd, H., & Dickmann, B. (2003). Erfurt: Ein Jahr danach. In ZDF-Reportage. Mainz: Zweites Deutsches Fernsehen.
20. Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: Benjamins.
21. Biber, D., Connor, U., & Upton, T. (2007). Discourse on the move: Using corpus analysis to describe discourse structure. Amsterdam: Benjamins.
22. Biber, D., & Conrad, S. (2003). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), Handbook of discourse analysis (pp. 175-196). London: Blackwell.
23. Biber, D., Conrad, S., & Leech, G. (2002). The Longman student grammar of spoken and written English [Paperback]. London: Longman.
24. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). The Longman grammar of spoken and written English [Hardcover]. London: Longman.
25. Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9(2), 24-46.
26. Boers, F. et al. (2007). Macmillan English Dictionary. New York: Macmillan.
27. Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58.
28. Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contexts. ReCALL, 17(1), 47-64.
29. Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307-328.
30. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
31. Carter, R., & McCarthy, M. (1996). Correspondence. ELT Journal, 50(4), 369-371.
32. Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge, UK: Cambridge University Press.
33. CLEAR. (2007). Multimedia interactive modules for education and assessment (MIMEA). East Lansing: Center for Language Education and Research, Michigan State University. Retrieved October 5, 2007 from 〈http://mimea. clear.msu.edu/〉
34. Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301.
35. Cohen, A. D. (2007). Teaching and assessing L2 pragmatics: What can we expect from learners? Plenary address at the American Association for Applied Linguistics. Costa Mesa, California, April 2007.
36. Cohen, A. D. (in press). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching.
37. Cohen, A. D., & Ishihara, N. (2005). A Web-based approach to strategic learning of speech acts. Minneapolis: Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, 57 pp. Retrieved October 5,2007 from 〈http://www.carla.umn.edu/speechacts/ Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf〉
38. Cohen, A. D., & Sykes, J. M. (2007). Strategies, CMC, and learning pragmatics. 17th International Conference on Pragmatics and Language Learning, Honolulu, HI, March 26-28, 2007.
39. Coniam, D. (2004). Concordancing oneself: Constructing individual textual profiles. International Journal of Corpus Linguistics, 9(2), 271-298.
40. Connor, U., & Upton, T. (Eds.). (2004). Discourse in the professions: Perspectives from corpus linguistics. Amsterdam: Benjamins.
41. Conrad, S. (1999). Will corpus linguistics revolutionize grammar teaching in the 21st century? TESOL Quarterly, 34, 548-560.
42. Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58, 38-49.
43. Crystal, D. (1997). The Cambridge encyclopedia of the English language. Cambridge, UK: Cambridge University Press.
44. Crystal, D. (2001). Language and the Internet. Cambridge, UK: Cambridge University Press.
45. Cummins, J., & Sayers, D. (1995). Brave new schools. Challenging cultural literacy through global learning networks. New York: St. Martin's Press.
46. Delisle, H. (1986). Intimacy, solidarity, and distance: The pronouns of address in German. Die Unterrichtspraxis, 19(1), 4-15.
47. Feenberg, A. (1989). A user's guide to the pragmatics of computer mediated communication. Semiotica, 75(3-4), 257-278.
48. Félix-Brasdefer, J. C. (2006). Teaching the negotiation of multi-turn speech acts. Using conversation-analytic tools to teach pragmatics in the classroom. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and language learning (pp. 165-197). National Foreign Language Resource Center. University of Hawaii at Manoa.
49. Félix-Brasdefer, J. C. (2007). Natural speech vs. elicited data: A comparison of natural and role play requests in Mexican Spanish. Spanish in Context, 4(2), 159-185.
50. Fiori, M. L. (2005). The development of grammatical competence through synchronous computer-mediated communication. CALICO Journal, 22(3), 567-602.
51. Garcia, P. (2004). Meaning in academic contexts: A corpus-based study of pragmatic utterances. Unpublished doctoral dissertation, Northern Arizona University.
52. Gee, J. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
53. Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
54. Gee, J. (2005). Why video games are good for your soul. Melbourne, Australia: Common Ground Publishing.
55. Goffman, E. (1961). Asylums. New York: Anchor.
56. Golato, A. (2003). Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24(1), 90-121.
57. Graff, G. (1992). Beyond the culture wars: How teaching the conflicts can revitalize American education. New York: WW Norton.
58. Granger, S. (2002). A bird's-eye view of learner corpus research. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 3-33). Amsterdam: Benjamins.
59. Granger, S., & Tribble, C. (1998). Learner corpus data in the foreign language classroom: Form-focused instruction and data-driven learning. In S. Granger (Ed.), Learner English on computer (pp. 199-209). New York: Longman.
60. Greaves, C., & Warren, M. (2007). Concgramming: A computer-driven approach to learning the phraseology of English. ReCALL, 19(3), 287-306.
61. Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 40-63.
62. Hasselgren, A. (2002). Learner corpora and language testing: Smallwords as markers of learner fluency. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 143-173) Amsterdam: John Benjamins.
63. Healy-Beauvois, M. (1997). Write to speak: The effects of electronic communication on the oral achievement of fourth semester French students. In J. A. Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 93-116). Boston: Heinle & Heinle.
64. Hellerman, J. (2006). Classroom interactive practices for literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27(3), 377-404.
65. Herring, S. (2002). Computer-mediated communication on the Internet. In B. Cronin (Ed.), Annual Review of Information and Science Technology (pp. 109-168). Medford, NJ: Information Today.
66. Herring, S. C. (2003). Gender and power in online communication. In J. Holmes & M. Meyerhoff (Eds.), The handbook of language and gender (pp. 202-228). London: Blackwell.
67. Hidalgo, E., Quereda, L., & Santana, J. (Eds.). (2007). Corpora in the foreign language classroom. Selected papers from the sixth international conference on teaching and language corpora. Amsterdam: Rodopi.
68. Hoffman-Hicks, S. (2000). The longitudinal development of French foreign language pragmatic competence: Evidence from study abroad participants. Dissertation Abstracts International: A. The Humanities and Social Sciences, 61(2), 591A.
69. Ishihara, N. (2007). Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness 16(1), 21-40.
70. Jara, C. A. (2003). Chatroom "conversations"? Literatura y Linguistica, 14, 183-195.
71. Johns, T. (1991). Should you be persuaded - two examples of data-driven learning materials. In T. Johns, & P. King (Eds.), Classroom concordancing. English Language Research Journal (vol. 4, pp. 1-16). Birmingham, UK: Birmingham University.
72. Johns, T. (2002). Data-driven learning: The perpetual challenge. In B. Ketterman & G. Marko (Eds.), Teaching and learning by doing corpus analysis: Proceedings of the fourth international conference on teaching and language corpora (pp. 107-117). Amsterdam: Rodopi.
73. Kakegawa, T., & Miyazaki, S. (2007). The development of sentence-final modal expressions in JFL e-mail correspondence. A paper presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.
74. Kasper, G. (1998). Data collection methods in interlanguage pragmatics. Zeitschrift für Fremdsprachenforschung, 9(1), 85-118.
75. Kasper, G. (2000). Data collection in pragmatic research. In H. Spencer-Oatey (Ed.), Culturally speaking: Managing rapport across cultures (pp. 316-341). London: Continuum.
76. Kasper, G. (2001a). Classroom research on interlanguage pragmatics. In K. Rose & G. Kasper (Eds.), Pragmatics and language teaching (pp. 31-60). Cambridge, UK: Cambridge University Press.
77. Kasper, G. (2001b). Four perspectives on L2 pragmatic development. Applied Linguistics, 22(4), 502-530.
78. Kasper, G., & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81-104.
79. Kasper, G., & Rose, K. (2001). Introduction. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 1-9). Cambridge: Cambridge University Press.
80. Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford, UK: Blackwell.
81. Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4), 457-476.
82. Kern, R. G. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
83. Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82(4), 502-513.
84. Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked foreign language classroom. In J. K. Hall (Ed.), Second and foreign language learning through classroom interaction (pp. 23-46). Mahwah, NJ: Erlbaum.
85. Kinginger, C., & Belz, J. A. (2005). Sociocultural perspectives on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2(4), 369-422.
86. Kramsch, C. J. (1985). Classroom interaction and discourse options. Studies in Second Language Acquisition, 7(2), 169-183.
87. Kramsch, C. J., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Globalization and Language Teaching (pp. 83-100). London: Routledge.
88. Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25(1), 56-75.
89. LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: The University of Michigan Press. Martínez-Flor, A., & Fukuya, V J. (2005). The effects of instruction on learners' production of appropriate and accurate suggestions. System, 33,463-480.
90. Martínez Flor, A., Usó Juan, E., & Fernández Guerra, A. (Eds.). (2003). Pragmatic competence and foreign language teaching. Castelló de la Plana, Spain: Publications de la Universität Jaume I.
91. Maynard, C., & Leicher, S. (2007). Pragmatic annotation of an academic spoken corpus for pedagogic purposes. In E. Fitzpatrick (Ed.), Corpus linguistics beyond the word: Corpus research from phrase to discourse (pp. 107-116). Amsterdam: Rodopi.
92. McCarthy, M., McCarten, J., & Sandiford, H. (2005). Touchstone 1. Cambridge, UK: Cambridge University Press.
93. Meunier, F. (2002). The pedagogical value of native and learner corpora in EFL grammar teaching. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.),Computer learner corpora, second language acquisition, and foreign language teaching (pp. 119-142). Amsterdam: Benjamins.
94. Mishan, F. (2004a). Authenticating corpora for language learning: A problem and its resolution. ELT Journal, 58(3), 219-227.
95. Mishan, F. (2004b). Designing authenticity into language learning materials. Bristol, UK: Intellect Books.
96. Möllering, M. (2001). Teaching German modal particles: A corpus-based approach. Language Learning & Technology, 5, 130-151.
97. Möllering, M. (2004). The acquisition of German modal particles. Bern, Switzerland: Lang.
98. Moore, M. (Producer/Director/Writer). (2003). Bowling for Columbine [Motion picture]. United States: MGM Home Entertainment.
99. Nesselhauf, N. (2004). Learner corpora and their potential for language teaching. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 125-152). Amsterdam: Benjamins.
100. O'Dowd, R. (2003). Understanding the "other side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118-144.
101. O'Dowd, R. (2006). The use of videoconferencing and email as mediators of intercultural student ethnography. In J. A. BeIz & S. L. Thorne (Eds.), Internet-Mediated Intercultural Foreign Language Education (pp. 86-120). Boston: Heinle and Heinle.
102. O'Dowd, R. (Ed.). (2007). On-line intercultural exchange: A practical introduction for foreign language teachers. Clevedon, UK: Multilingual Matters.
103. Ohta, A. (2001). A longitudinal study of the development of expression of alignment in Japanese as a foreign language. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 103-120). Cambridge, UK: Cambridge University Press.
104. O'Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge, UK: Cambridge University Press.
105. Payne, J. S., & Ross, B. (2005). Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology, 9(3), 35-54.
106. Pellettieri, J. (2000). Negotiation in Cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. G. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge, UK: Cambridge University Press.
107. Prodromou, L. (1998). Correspondence. ELT Journal, 52(3), 266-267.
108. Reinhardt, J. (2007). Directive usage by ITAs: An applied learner corpus analysis. Unpublished doctoral dissertation, Pennsylvania State University.
109. Reitz, E. (Director/Co-writer), Richter, I. (Producer), Steinbach, P. (Co-writer). (1984). Heimat: A chronicle by Edgar Reitz [Videotape]. Edgar Reitz Filmproduktion mbH, Munich, in Coproduktion mit dem SFB und dem WDR.
110. Rose, K. R. (2001). Compliments and compliment responses in film: Implications for pragmatics research and language teaching. International Review of Applied Linguistics, 39(4), 309-326.
111. Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399.
112. Rover, C. (2006). Validation of a Web-based test of ESL pragmalinguistics. Language Testing, 23(2), 229-256.
113. Salaberry, R., & Cohen, A. D. (2006). Testing Spanish. In R. Salaberry & B. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 149-172). Washington, DC: Georgetown University Press.
114. Schauer, G. A. (2006). The development of ESL learners' pragmatic competence: A longitudinal investigation of awareness and production. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and language learning (pp. 135-163). Manoa, HI: Second Language Teaching and Curriculum Center University of Hawaii.
115. Schauer, G., & Adolphs, S. (2006). Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System, 34(1), 119-134.
116. Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In W. Wolfson & E. Judd (Eds.), Sociolinguistics and second language acquisition (pp. 137-174). Rowley, MA: Newbury House.
117. Schneider, J., & von der Emde, S. (2006). Dialogue, conflict, and intercultural learning in online collaborations between language learners and native speakers. In J. A. Belz & S. L. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 178-206). Boston: Heinle & Heinle.
118. Schütz, D. (2005). Cultural models and cultural self-awareness: A discourse analytical approach to the language of students' online journal entries. Unpublished doctoral dissertation, Pennsylvania State University.
119. Seidlhofer, B. (2002). Pedagogy and local learner corpora. In S. Granger, J. Hung, & S. Petch-Tyson (Eds.),Computer learner corpora, second language acquisition and foreign language teaching (pp. 213-234). Amsterdam: Benjamins.
120. Seidlhofer, B. (2003). Controversies in applied linguistics. Oxford, UK: Oxford University Press.
121. Simpson, R. C., Briggs, S. L., Ovens, J., & Swales, J. M. (2002). The Michigan Corpus of Academic Spoken English. Ann Arbor: The Regents of the University of Michigan.
122. Sinclair, J. (2003). Reading concordances: An introduction. New York: Longman.
123. Sinclair, J. (ed.). (2004). How to use corpora in language teaching. Amsterdam: Benjamins.
124. Sykes, J. M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO, 22(3), 399-432.
125. Sykes, J. M., & Cohen, A. (2006). Dancing with words: Strategies for learning pragmatics in Spanish. Regents of the University of Minnesota. Retrieved September 25, 2007 from http://www.carla.umn.edu/speechacts/ sp_pragmatics/home.html
126. Tanaka, K. (1997). Developing pragmatic competence: A learners-as-researchers approach. TESOL Journal, 6(3), 14-18.
127. Tang, Y., & Su, Y. (2002). A new way to understand speech acts: Doing things with words in virtual reality. Fujian Waiyu [Foreign Languages in Fujian], 2, 10-14.
128. Tatsuki, D., & Nishizawa, M. (2005). A comparison of compliments and compliment responses in television interviews, film, and naturally occurring data. In D. Tatsuki (Ed.), Pragmatics in language learning, theory, and practice (pp. 87-97). Tokyo: Pragmatics Special Interest Group of the Japanese Association for Language Teaching.
129. Tatsuki, D., Kite, Y., & Maeda, J. (2007). What kinds of pragmatic information are included in language textbooks? A poster presented at the 17th International Conference on Pragmatics and Language Learning, Honolulu, Hawaii, March 27.
130. Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
131. Thorne, S. L. (2006). Pedagogical and praxiological lessons from Internet-mediated intercultural foreign language education research. In J. A. Belz & S. L. Thorne (Eds.), Internet-Mediated intercultural foreign language education (pp. 2-30). Boston: Heinle and Heinle.
132. Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow, UK: Longman.
133. Turkle, S. (1995). Life on the screen: identity in the age of the Internet. New York: Simon & Schuster.
134. Vannestål, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3), 329-350.
135. Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ 8(2), 1-18.
136. Vyatkina, N. (2007). Development of second language pragmatic competence: the data-driven teaching of German modal particles based on a learner corpus. The Pennsylvania State University, Unpublished doctoral dissertation.
137. Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and language learning (pp. 293-329). Manoa, HI: Second Language Teaching and Curriculum Center University of Hawaii.
138. Walther, J. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43.
139. Ware, P. (2005). "Missed" communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9(2), 64-89.
140. Warschauer, M., El Said, G., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer-mediated Communication, 7(4). Retrieved September 30, 2007 from http://jcmc.indiana. edu/vol7/issue4/warschauer.html
141. Warschauer, M., & Kern, R. G. (2000). Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press.
142. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
143. Wertsch, M. (1991). Military brats: legacies of childhood inside the fortress. Toronto: Ballantine Books.
144. Widdowson, H. G. (1978). Teaching language as communication. Oxford, UK: Oxford University Press.
145. Widdowson, H. G. (1979). Explorations in applied linguistics. Oxford, UK: Oxford University Press.
146. Widdowson, H. G. (2001). Interpretations and correlations: A reply to Stubbs. Applied Linguistics, 22(4), 531-538.
147. Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford, UK: Oxford University Press.
148. Witten, C. M. (2002). The effects of input enhancement and interactive video viewing on the development of pragmatic awareness and use in the beginning Spanish L2 classroom. Dissertation Abstracts International: A. The Humanities and Social Sciences, 64(10), 3669A.
149. Wong, J. (2001). "Applying" conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics in Language Teaching, 40, 37-60.
150. Yus, F. (2001). Ciberpragmatica: El uso del lenguaje en Internet [Cyberpragmatics: Language use on the Internet]. Barcelona, Spain: Ariel.
151. Zitzen, M., & Stein, D. (2004). Chat and conversation: A case of transmedial stability? Linguistics, 42(5), 983-1021.