The Effects of Input-Based Practice on Pragmatic Development of Requests in L2 Chinese

Language Learning

Volumn 62, Issue 2, 2012, Pages 403-438

  Li, Shuai ^a  

^a CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

Chinese; Input processing instruction; Interlanguage pragmatics; L2 teaching; Pragmatics; Requests; Speech acts

Indexed keywords

EID: 84860668353     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/j.1467-9922.2011.00629.x     Document Type: Article

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