The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request
<p>The study aimed to investigate whether pragmatic instruction has an effect on Iraqi</p><p>students' usage of request and whether male and female students differ in their usage of</p><p>overall strategy and strategy pattern...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2021
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7413 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
oai:ir.upsi.edu.my:7413 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Pendidikan Sultan Idris |
| collection |
UPSI Digital Repository |
| language |
eng |
| topic |
PE English |
| spellingShingle |
PE English Hussein, Nadhim Obaid The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| description |
<p>The study aimed to investigate whether pragmatic instruction has an effect on Iraqi</p><p>students' usage of request and whether male and female students differ in their usage of</p><p>overall strategy and strategy patterns. This study also explored Iraqi EFL learners'</p><p>perceptions of learning speech act of request and investigate whether Iraqi students</p><p>were able to present the appropriate linguistic and pragmatic forms in performing</p><p>speech act of request. Experimental design was adopted in this study. A discourse</p><p>completion test (DCT) and a questionnaire were used for data collection. 80</p><p>undergraduate students participated in the study and they were divided into two groups;</p><p>the control group consisted of 40 learners who did not receive any pragmatic</p><p>instruction, and the experimental group that composed of 40 learners who were taught</p><p>request strategies via pragmatic instruction. The results revealed that the experimental</p><p>group showed a significant improvement in the scores of four components; speech act,</p><p>information, expression, and politeness compared to the control group. The</p><p>experiemntal group also achieved better results in the post-test than the control group.</p><p>The results showed that the female students scored better in three conventional indirect</p><p>request strategies forms; willingness, ability, and permission, than the male students.</p><p>Moreover, the students in the experimental group reported a positive perception</p><p>towards learning the speech act of request. Finally, the results proved the experimental</p><p>group was able to present the appropriate linguistic (sociopragmatics) and pragmatic</p><p>(pragmalinguistics) forms in performing the speech act of request. The findings indicate</p><p>that the pragmatic instruction was effective in helping learners obtain different forms</p><p>of request and strategies that enabled them to formulate appropriate requests. The study</p><p>implicates that teaching pragmatics in the Iraqi EFL context should be implemented by</p><p>EFL teachers to develop EFL learners pragmatic knowledge and enhance their</p><p>communicative ability in social contexts.</p> |
| format |
thesis |
| qualification_name |
|
| qualification_level |
Doctorate |
| author |
Hussein, Nadhim Obaid |
| author_facet |
Hussein, Nadhim Obaid |
| author_sort |
Hussein, Nadhim Obaid |
| title |
The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| title_short |
The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| title_full |
The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| title_fullStr |
The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| title_full_unstemmed |
The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request |
| title_sort |
effects of pragmatic instruction on iraqi undergraduate english as a foreign language students usage of the speech act of request |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Bahasa dan Komunikasi |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=7413 |
| _version_ |
1747833392821436416 |
| spelling |
oai:ir.upsi.edu.my:74132022-09-20 The effects of pragmatic instruction on Iraqi undergraduate English as a foreign language students usage of the speech act of request 2021 Hussein, Nadhim Obaid PE English <p>The study aimed to investigate whether pragmatic instruction has an effect on Iraqi</p><p>students' usage of request and whether male and female students differ in their usage of</p><p>overall strategy and strategy patterns. This study also explored Iraqi EFL learners'</p><p>perceptions of learning speech act of request and investigate whether Iraqi students</p><p>were able to present the appropriate linguistic and pragmatic forms in performing</p><p>speech act of request. Experimental design was adopted in this study. A discourse</p><p>completion test (DCT) and a questionnaire were used for data collection. 80</p><p>undergraduate students participated in the study and they were divided into two groups;</p><p>the control group consisted of 40 learners who did not receive any pragmatic</p><p>instruction, and the experimental group that composed of 40 learners who were taught</p><p>request strategies via pragmatic instruction. The results revealed that the experimental</p><p>group showed a significant improvement in the scores of four components; speech act,</p><p>information, expression, and politeness compared to the control group. The</p><p>experiemntal group also achieved better results in the post-test than the control group.</p><p>The results showed that the female students scored better in three conventional indirect</p><p>request strategies forms; willingness, ability, and permission, than the male students.</p><p>Moreover, the students in the experimental group reported a positive perception</p><p>towards learning the speech act of request. Finally, the results proved the experimental</p><p>group was able to present the appropriate linguistic (sociopragmatics) and pragmatic</p><p>(pragmalinguistics) forms in performing the speech act of request. The findings indicate</p><p>that the pragmatic instruction was effective in helping learners obtain different forms</p><p>of request and strategies that enabled them to formulate appropriate requests. The study</p><p>implicates that teaching pragmatics in the Iraqi EFL context should be implemented by</p><p>EFL teachers to develop EFL learners pragmatic knowledge and enhance their</p><p>communicative ability in social contexts.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7413 https://ir.upsi.edu.my/detailsg.php?det=7413 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abbood, H. H. (2016). Investigating the Use of the Two Speech Acts of Invitation and Offer on Iraqi EFL University Learners. Unpublished thesis Universiti Sains Malaysia.</p><p></p><p>Abdelhafez, A. (2016). The Effect of Conversational Implicature Instruction on Developing Learners Pragmatic Competence and Language Proficiency. China Education Review, 6, No. 8, 451-465.</p><p></p><p>Abdul Sattar, A., Qusay, H., & Farnia, M. (2014). A Cross-cultural study of Request Speech Act: Iraqi and Malay Students. Applied Research on English Language, 3(2), 35-54.</p><p></p><p>Abdulrahman, B. S. (2012). Effects and Implications of Pragmatic Competence for Enhancing EFL University Students Written Performance. Author House.</p><p></p><p>Abrams, Z. I. (2014). Using film to provide a context for teaching L2 pragmatics.System, 46, 55-64.</p><p></p><p>Achiba, M. (2003). Learning to request in a second language: A study of child interlanguage pragmatics (Vol. 2). Multilingual Matters.</p><p></p><p>Alcon, E. & Pitarch, J. G. (2010). The Effect of Instruction on Learners Pragmatic Awareness: A focus on refusals. International Journal of English Studies. 10 (1), 65-80.</p><p></p><p>Alcon, E. (2005). Does Instruction Work for Learning Pragmatics in the EFL Context? System, 33, 417435.</p><p></p><p>Aldhulaee, B. (2011). Request Mitigating Devices in Australian English and Iraqi Arabic: A Comparative Study. Unpublished Masters thesis, Deakin University, Victoria, Australia.</p><p></p><p>Alemi, M., & Khanlarzadeh, N. (2016). Pragmatic Assessment of Request Speech Act of Iranian EFL learners by Non-native English Speaking Teachers. Iranian Journal of Language Teaching Research, 4(2), 19-34.</p><p></p><p>Al-Gahtani, S., & Al Shatter, G. H. (2012). Multimethod Approach to Research in Interlanguage Pragmatics. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 6(11), 3050-3058.</p><p></p><p>Alhasan, M. (2014). Developing Pragmatic Competence of the Sudanese University EFL Learners via Planned Classroom Instruction. International Journal of Social Sciences Arts and Humanities. Vol.1 No. Pp. 40-49.</p><p></p><p>Alinezhad, A. (2015). The significance of pragmatics in English language teaching.ELT Voice - India, Volume, 5, 19-24.</p><p></p><p>Al-Issa, A. (1998). Sociopragmatic transfer in the performance of refusal by Jordanian EFL learners: Evidence and motivating factors. Unpublished doctoral Dissertation, Indiana University of Pennsylvania, Indiana, PA.</p><p></p><p>Al-Momani, H. S. (2009). Caught between two cultures: The realization of requests by Jordanian EFL learners (Doctoral dissertation, Indiana University of Pennsylvania).</p><p></p><p>Alzeebaree, Y. & Yavuz, M. S. (2017). Realization of the Speech Acts of Request and Apology by Middle Eastern EFL Learners. EURASIA Journal of Mathematics, Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print).</p><p></p><p>Arghashi1, T. & Gorjian, B.J. (2018). The Impact of teaching pragmatic functions to high school learners. Journal of Applied Linguistics and Language Learning , 4(3): 49-58.</p><p></p><p>Aribi, I. (2011). Request strategies as used by tunisian ESP learners. Unpublished M.A. Thesis, Tunisia:Faculty of Letters and Humanities Sfax, Tunisia.</p><p></p><p>Aubed, M. (2012). Polite requests in English and Arabic: A comparative study. Theory and Practice in Language Studies, Vol. 2, No. 5, pp. 916-922.</p><p></p><p>Austin J. L. (1962). How to Do Things with Words. Oxford: Clarendon Press. Bach, K. (2004). Pragmatics and the philosophy of language. The handbook of pragmatics, 463-487.</p><p></p><p>Austin, J. L. (1975). How to do things with Words. Cambridge, Massachusetts: Harvard University Press.</p><p></p><p>Bacelar da Silva, A. J. (2003). The Effects of Instruction on Pragmatic Development: Teaching Polite Refusals in English. Second Language Studies Paper, 22(1), 55-106.</p><p></p><p>Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.</p><p></p><p>Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that what we count. Language Testing, 17 (1), 1-42.</p><p></p><p>Bachman, L., & Plamer, A. (1982). Language Testing in Practice: design and developing useful language tests. Oxford: Oxford University Press.</p><p></p><p>Bagheri, M. & Hamrang, A. C. (2013). The Effect of Meta pragmatic Instructions on the Interpretation and Use of Speech Acts of English as a Foreign Language Learner (EFL) at Intermediate Level. International J. Soc. Sci. Vol.3 Issue 4, ISSN: 2223-4934.</p><p></p><p>Banerjee, J., & Carrell, P. L. (1988). Tuck in your shirt, you squid: Suggestions in ESL.Language learning, 38(3), 313-364.</p><p></p><p>Bardovi-Harlig, K. & Drnvei, Z. (1997). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.</p><p></p><p>Bardovi-Harlig, K. & Hartford, B. (1991). Saying No: Native and nonnative rejections in English. In L. F. Bouton & Y. Kachru. (Eds.), Pragmatics and Language Learning, 487-521.</p><p></p><p>Bardovi-Harlig, K. (1996). Pragmatic and language teaching: Bring pragmatics and pedagogy together. Pragmatic and language learning. Monograph series, 7, 21-32.</p><p></p><p>Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquistional pragmatics. Language Learning, 49(4), 677- 713.</p><p></p><p>Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics. In G. Kasper, & K. Rose (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge, England: Cambridge University Press.</p><p></p><p>BardoviHarlig, K. (2010). Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59 (4), 755-795.</p><p></p><p>Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching pragmatics. Washington,DC: United States Department of State.</p><p></p><p>Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context (Vol. 108). John Benjamins Publishing.</p><p></p><p>Beebe, L. & Cummings, M. (1985). Speech act performance: A function of the data collection procedure? Paper presented at the TESOL Convention, New York .</p><p></p><p>Beebe, L. & Takahashi, S. (1989). Sociolinguistic variation in face-threatening speech acts: Chastisement and disagreement. In M. Eisenstien (Ed.), Dynamic interlangauge (pp. 199-218). New York: Plenum.</p><p></p><p>Beebe, L. M., & Cummings, M. C. (1996). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp. 6586). New York: Mouton deGruyter.</p><p></p><p>Beltran, E, B (2004). Analyzing English native speakers use of request medication devices during a role-play activity. Queen Mary, University of London. 1B2004-34.</p><p></p><p>Bialystok, E. (1993). Symbolic presentation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43- 57). New York : Oxford University Press.</p><p></p><p>Billmyer, K. (1990). I really like your life style: ESL learners learning how to compliment. Penn Working Papers in Educational Linguistics, 6, 31-48.</p><p></p><p>Blum-Kulka, S. & Olshtain, E. (1984). Requests and apologies: A cross cultural study of speech act realization patterns (CCSARP). Applied Linguistics 5, 196-213.</p><p></p><p>Blum-Kulka, S. (1987). Indirectness and politeness in requests: Same or different?Journal of Pragmatics, 11, 131-146.</p><p></p><p>Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.</p><p></p><p>Bouton, L. F. (1994). Conversational implicature in the second language: Learned slowly when not deliberately taught. Journal of Pragmatics, 22, 157-67.</p><p></p><p>Brown, H.D. (2007). Principles of language learning and teaching .New York: Pearson Education.</p><p></p><p>Brown, P. & Levinson, S. (1978). Universals in language usage: Politeness phenomena. In: Goody, E. (Ed.), Questions and Politeness: Strategies in Social Interaction. Cambridge: Cambridge University Press, pp. 56-310.</p><p></p><p>Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage(Vol. 4). Cambridge university press.</p><p></p><p>Bu, J. (2012). A study of relationships between L1 pragmatic transfer and L2 proficiency. English Language Teaching, 5 (1), 32.</p><p></p><p>Byon, A. (2004). Sociopragmatic analysis of Korean requests: Pedagogical setting.Journal of Pragmatics, Vol. 36 (9), p: 1673-1704.</p><p></p><p>Byram, M. & Bell, G (2007). Politics, policies and political action in foreign language Educatin. in Wei, L. and Cook, V. (Eds.), Contemporary Applied Linguistics. Vol.1. London: Continuum, 193-214.</p><p></p><p>Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1, 1.</p><p></p><p>Castillo, R (2009). The Role of Pragmatics in Second Language Teaching. MA TESOL Collection. 479. https://digitalcollections.sit.edu/ipp_collection/47.</p><p></p><p>Chen, H (2011). Study on Necessity to Cultivate English Pragmatic Competence of Non-English Majors. Journal Asian Social Science. Vol. 7, No. 9.</p><p></p><p>Cheng, D, & Liang, J (2015). The Effect of Instruction on Chinese EFL Learners Awareness. TESOL International Journal Vol. 10 Issue 2 ISSN 2094-3938.</p><p></p><p>Chia-Ning Lui, B. (2007). The effect of pedagogical intervention and technology on the development of EFL learners' realization of request. Published Dissertation.</p><p></p><p>Chomsky, N. (1965). Aspects of the theory of syntax. M.I.T. Press.</p><p></p><p>Choraih, M., & Loutfi, A. (2016).The importance of pragmatic competence in the EFL Curriculum: Application and Implications. Arab World English Journal ISSN: 2229-9327.</p><p></p><p>Christopher, E. (2012) Communication across Cultures: Palgrave Macmillan Matsuoka, R., & Poole, G. (2012). Politeness Strategies in Healthcare Communication at" Difficult Times": A Pragmatic Analysis of the" Manga" Discourse in" Nurse Aoi". Journal of Pan-Pacific Association of Applied Linguistics, 19(2), 89-109.</p><p></p><p>Chua, Y. P. (2012). Mastering research method. Shah Alam: McGraw-Hill.</p><p></p><p>Clark, H. (1979). Responding to Indirect Speech Acts. Cognitive Psychology, 11, 430 477.</p><p></p><p>Cohen, A. D (2019). Considerations in assessing pragmatic appropriateness in spoken language. The Educational and Developmental Psychologist. 6, pp. 70-84</p><p></p><p>Cohen, A. D., & Manion, L. (1994). Research Methods in Education (4th ed.). London and New York: Rouutledge.</p><p></p><p>Cortazzi, M. & Jin, L. (2008). English teaching and learning in China. Language Teaching, 29(02), 61- 80.</p><p></p><p>Creswell, J, W. (1994). Research design: Quantitative and qualitative approaches .California: Sage Publication.</p><p></p><p>Creswell, J, W. (2003). Research design: Quantitative and qualitative approaches, andmixed methods. SAGE Publications, Incorporated.</p><p></p><p>Creswell, J. W. & Clark, V. P. (2007). Designing and conducting mixed methods research. Thousand Oaks: Sage. Vol. 7, No. 9, pp.109-117.</p><p></p><p>Crystal, D. (1997). A Dictionary of Linguistics and Phonetics. 4thedition. Oxford: Basil Blackwell.</p><p></p><p>Darweesh, A. D., & Mehdi, W. S. (2016). Investigating the Speech Act of Correction in Iraqi EFL Context. Journal of Education and Practice, 7(7), 127-139.</p><p></p><p>Dastjerdi, H. V. (2010). The Impact of Instruction on Iranian Intermediate EFL Learners Production of Requests in English. Journal of Language Teaching and Research, Vol. 1, No. 6, pp. 782-790.</p><p></p><p>Derakhshan, A., & Arabmofrad, A. (2018). The Impact of Instruction on the Pragmatic Comprehension of Speech Acts of Apology, Request, and Refusal among Iranian Intermediate EFL Learners. English Teaching & Learning https://doi.org/10.1007/s42321-018-0004-6.</p><p></p><p>Duff, P. (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309-319.</p><p></p><p>DuFon, M. A. (2008). Language socialization theory and the acquisition of pragmatics in the foreign language classroom. In E. Alcon Soler& A. Martinez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 25-44). Bristol; Buffalo; Toronto: Multilingual Matters.</p><p></p><p>Economidou-Kogetsidis, M. (2013). Strategies, modification and perspective in native speakers requests: A comparison of WDCT and naturally occurring requests. Journal of Pragmatics, 53, 21-38.</p><p></p><p>El Hiani, K. (2015). Performing speech acts among Moroccan EFL advanced learners.Procedia - Social and Behavioral Sciences, 199, 479 485.</p><p></p><p>Ellis, R. (1992). Learning to communicate: A study of two language learners requests.Studies in Second Language Acquisition, 14, 1-23.</p><p></p><p>Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language Learners. ELT Journal, 59 (3), 199-208.</p><p></p><p>Eslami-Rasekh, Z., Eslami-Rasekh, A. & Fatahi, A. (2004). Using metapragmatic instruction to improve advanced EFL learners pragmatic awareness. TESL EJ, 8 (2) A2, 1-12.</p><p></p><p>Farashaiyan, A. & Tan, K. H. (2012). On the Relationship between Pragmatic Knowledge and Language Proficiency among Iranian Male and Female Undergraduate EFL Learners. The Southeast Asian Journal of English Language Studies, 18(1), 33-46.</p><p></p><p>Fasold, R. (2006). An Introduction to Language and linguistic. Cambridge university press.</p><p></p><p>Flix-Brasdefer, J. C., & Hasler-Barker, M. (2015). Complimenting in Spanish in a short-term study abroad context. System, 48, 75-85.</p><p></p><p>Fisk, A. & Schneider, W. (1984). Memory as function of attention, level of processing, and automatization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 181-197.</p><p></p><p>Flood, J. (2003). Handbook of research on teaching the English language arts. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.</p><p></p><p>Flor, A. M., & Juan, E. U. (Eds.). (2010). Speech act performance: theoretical, empirical and methodo- logical issues. Amsterdam: John Benjamins Publishing Company.</p><p></p><p>Fukushima, S. (2003). Requests and culture: politeness in British English and Japanese. Bern, Switzerland: Peter Lang.</p><p></p><p>Fukuya, Y. (1998). Consciousness-raising of downgrades in requests. Paper presented at second language research forum, University of Hawaii.</p><p></p><p>Furniss, E. A. (2016). Teaching the pragmatics of Russian conversation using a corpus referred website. Language Learning & Technology, 20, 3860.</p><p></p><p>Gardner, H. (1985). The minds new science: A history of the cognitive revolution.New York: Basic Books.</p><p></p><p>Gass, S. M. & Neu, J. (1996). Speech acts across cultures: Challenges to communication in a second language. Berlin: Mouton de Gruyter.</p><p></p><p>Goh, C. & Kwah, P. F. (1997). Chinese ESL students' learning strategies: A look at frequency, proficiency and gender. Hong Kong Journal of Applied Linguistics, 2 (1), 39-53.</p><p></p><p>Gough, P, B. & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30,179-196.</p><p></p><p>Grace, H. C (2010). The Significance of Pragmatics. Ming Dao University.</p><p></p><p>Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11 (3), 255-274.</p><p></p><p>Harlow, L. Linda. (1990). Do they mean what they say? Sociopragmatic competence and second language learners. The Modern Language Journal 74.</p><p></p><p>Hartford, B. (1992). Experimental and observational data in them study of interlangauge pragmatics. In L. Bouton & Y. Kachru (Eds.), Pragmatics and language learning, Monograph 3 (pp. 33-52). Urbana-Champaign, IL: DEIL.</p><p></p><p>Harvey, P. (1985). A lesson to be learned: Chinese approaches to language learning.ELT Journal, 39 (3), 7-9.</p><p></p><p>Hassal, T. (2008). Pragmatic performance: What are learners thinking? In E. Alcon Soler& A. Martinez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 72-93). Bristol; Buffalo; Toronto: Multilingual Matters.</p><p></p><p>Hatch, E. (1992). Discourse and Language Education. Cambridge: Cambridge University Press.</p><p></p><p>Hedgcock, J.S. & Ferris, D. R. (2009). Teaching readers of English: Students, texts and contexts. New York: Rutledge.</p><p></p><p>Hill, T. (2000). The development of pragmatic competence in an EFL context (Doctoral dissertation, Temple University).</p><p></p><p>Hinkel, E. (1999). Culture in Second language Teaching and Learning . Cambridge: Cambridge University Press.</p><p></p><p>Hofstede, G. (2010) National Cultural Dimensions. Sage Publications, Beverly Hills.</p><p></p><p>Holtgraves, T. (1986). Language structure in social interaction: Perceptions of direct and indirect speech acts and interactants who use them. Journal of Personality and Social Psychology 51(2), 30514.</p><p></p><p>House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routine and metapragmatic awareness. Studies of Second Language Acquisition, 18, 225- 252.</p><p></p><p>House, J., & Kasper, G. (1987). Interlanguage pragmatics: Requesting in foreign language. In W. Loerscher & Schulze (Eds.), Perspective on language in performance (pp. 1250-1288). Tuebingen: Na.</p><p></p><p>Hudson, T., Detmer, E., & Brown, J. D. (1995). Developing prototypic measures of cross-cultural pragmatics. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii.</p><p></p><p>Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.),Sociolinguistics (pp. 269-293). Harmondsworth, England: Penguin Books.</p><p></p><p>Iraji, H. & Enayat, M. (2018). The Effects of Implicit and Explicit Instruction on the Academic Interlanguage Pragmatic Knowledge of Iranian EFL Learners. International English Language.ISSN.7883-344.Vol. 5. P.44.</p><p></p><p>Ishihara, N. & Cohen, A. (2010). Teaching and learning pragmatics: where language and culture meet. Harlow, England: Longman.</p><p></p><p>Jalilifar, A. (2009). Request strategies: Cross-sectional study of Iranian EFL learners and Australian native speakers. English Language Teaching, 2,461.</p><p></p><p>Jandt, F. E. (2015). Defining Culture and Identities. An Introduction to Intercultural Communication: Identities in a Global Community: Sage Publications</p><p></p><p>Jord, M. P. S. (2008). Pragmatic Production of Third Language Learners: A Focus on Request External Modification Items. In Intercultural Language Use and Language Learning (pp. 167-189). Springer Netherlands.</p><p></p><p>Kao CH. (2010). "College Students Interlanguage in ESP Classroom: a study of pragmatic transfer." In International Symposium on ESP.</p><p></p><p>Kasper, G. (1997). Can pragmatic competence be taught? (Net Work#6) (HTML Document) Honolulu: University of Hawaii, Second Language Teaching &Curriculum.</p><p></p><p>Kasper, G., & Rose, K. (2001). Pragmatics in language teaching. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (1-9). Cambridge: Cambridge University Press.</p><p></p><p>Kasper, G., & Rose, K. R. (2003). Pragmatic development in a Second language.Malden, MA: Blackwell Publishers.</p><p></p><p>Kathleen, B, & Mossman, S (2017). The effect of instruction pragmatic competence.Language Learning & Technology.Vol.3.P.66. ISSN 1094-3501.</p><p></p><p>Kkazdin, A, (2003). Methodological Issue and strategies in Clinical Research (3ed edition). Washington, D, C .American Psychological Association.</p><p></p><p>Kearsley, G. (2001). Constructivist theory: Theory into practice. Jacksonville, FL: Jacksonville State University. Vol.1.P.45. ISSN. Retrieved June 8, 2015, from http://tip.psychology.org/bruner.html.</p><p></p><p>Kecskes, I., & Kecskaes, I. (2014). Intercultural Pragmatics. United States: Oxford University Press.</p><p></p><p>Kelly, E. C. (2003). Pragmatic competence and failure in the Japanese University EFL classroom. Retrieved December, 2008. From the World Wide Web.</p><p></p><p>Khodareza, M., & Lotfi, A. R. (2013). Interlanguage pragmatic development: The effect of formal instruction on Iranian EFL learners interpretation and use of speech act of apology. Asian Journal of Social Sciences and Humanities 2(2), 99-104.</p><p></p><p>Kihlstorm, J. (1984). Conscious, subconscious, unconscious: A cognitive perspective. In Kenneth S. Bowers & Donald Meichenbaum (Eds.), the unconscious reconsidered (pp. 149-211). New York: Wiley.</p><p></p><p>Kim, H. (2017). The effects of pragmatic instruction on the pragmatic awareness and production of Korean university students. Indonesian Journal of Applied Linguistics, Vol. 7 No. 2, September 2017, pp. 371-380.</p><p></p><p>Kim, H. (2017). The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners (Doctoral dissertation, Texas A and M University).</p><p></p><p>Koike, D.A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33, 481-501.</p><p></p><p>Kondo, S. (20028). Effects on pragmatic development through awareness-raising instruction: Refusals by Japanese EFL learners. In E. Alcn & A.</p><p></p><p>Koran, E & Koran, S. (2017). Pragmatic Competence as an Integral Part of EFL Teaching. International Journal of Social Sciences & Educational Studies. ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2017, Vol.4, No.3.</p><p></p><p>Kraemer, H. C. (1981). Coping Strategies in Psychiatric Clinical Research. Journal of Consulting and Clinical Psychology, 49,309-319.</p><p></p><p>Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamum.</p><p></p><p>Krasner, I. (1999). The role of culture in language teaching. Dialog on Language Instruction, 13 (1-2), 79-88.</p><p></p><p>Kubota, M. (1995). Teachability of Conversational Implicature to Japanese EFL learners. IRLT Bulletin, 9, 35-67.</p><p></p><p>Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.</p><p></p><p>Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen.New York: McGraw-Hill.</p><p></p><p>Leung, C. (2005). Convivial Communication: Recontextualizing Communicative Competence. International Journal of Applied Linguistics, 15(2), 119-144.</p><p></p><p>Levinson, S. (1983). Pragma Tics. Cambridge: Cambridge University Press.</p><p></p><p>Li, Q. (2012). Effects of instruction in adolescent beginners' question of request.TESOL Quarterly, 46(10).23-44.</p><p></p><p>Li, X. J. (1984). In defense of the communicative approach. ELT Journal, 38, 2-13.</p><p></p><p>Li, Y. (2017). The Effects of L2 Proficiency on Pragmatics Instruction: A Web-Based Approach to Teaching Chinese Speech Act of Request.</p><p></p><p>Lin, G. (2007). The Significance of Pragmatics. MINGDAO JOURNAL. 3(2)91- 102(2007).</p><p></p><p>Lin, M. (2008). Pragmatic failure in intercultural communication and English teaching in China. China Media Research, 4 (3), 43-52.</p><p></p><p>Littlewood, W. (2007). Communicative Language Teaching. Cambridge: Cambridge University Press.</p><p></p><p>LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: University of Michigan Press.</p><p></p><p>Luksaneeyanawin, S. (2005). Structure and strategies of request in Thai English.Retrieved June 2009, from the World Wide Web.</p><p></p><p>Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9 (1), 67-90.</p><p></p><p>Malemkjear, K. (1987). The Cambridge Encyclopedia of language, Cambridge: Cambridge University press.</p><p></p><p>Marquez-Reiter, R. (2000). Linguistic politeness in Britain and Uruguay: A contrastive study of requests and apologies (Vol. 83). John Benjamins Publishing.</p><p></p><p>Martnez-Flor, A., & Alcn Soler, E. (2007). Developing pragmatic awareness of suggestions in the EFL classroom: A focus on instructional effects. Canadian Journal of Applied Linguistics, 10 (1), 46-76.</p><p></p><p>Martnez-Flor, A., & Fukuya, Y. J. (2005). The effects of instruction on learners production of appropriate and accurate suggestions. System, 33(3), 463-480.</p><p></p><p>Martnez-Flor, A., & Us-Juan, E. (2006). Pragmatic development in second or foreign language: Some classroom techniques. Journal of Language Teaching and Research, Vol. 3, No. 4, pp. 814-821.</p><p></p><p>Martnez-Flor, A. & Us -Juan, E. (2010), Speech Act Performance. Theoretical, empirical and methodological issues, Amsterdam: John Benjamins.</p><p></p><p>McKay, S. & Hornberger, N., H. (1996). Sociolinguistics and Language Teaching.Cambridge: Cambridge University Press.</p><p></p><p>McKay, S. L. (2002). Teaching English as an international language. Oxford: Oxford University Press.</p><p></p><p>Meznah, A. (2018). Investigating the negative impact of pragmatic transfer on the acquisition of English pragmatic as perceived by L2 Learners. International Journal of English and Literature. Vol.9 (3), pp. 18-24.</p><p></p><p>Mills, E. A (2003). The impacts of the teaching pragmatics in developing students' pragmatic. Journal of Education and Practice, 7(7), 127-139.</p><p></p><p>Mills, S. (2003). Gender and politeness (Vol. 17). Cambridge University Press.</p><p></p><p>Mirzaei, A. & Esmaeili, M. (2013). The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development. Iranian Journal of Society, Culture & Language, 1(1), ISSN 2322-4762.</p><p></p><p>Mohammed, M. (2012) Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners Pragmatic Competence. Journal of Arab gulf, 34(2), 54-66.</p><p></p><p>Muhlhausler, P, & Harr, R. (1990). Pronouns and people: The linguistic construction of social and personal identity. Oxford: Basil Black- well Pub.</p><p></p><p>Mulac, A.; Bradac, J. J. & Gibbons, P. (2010). Empirical support for the gender-as-a- culture hypothesis: An intercultural analysis of male/female language differences. Human Communication Research, 27, 121-152.</p><p></p><p>Nachar, N. (2008). A test for assessing whether two independent samples come from the same distribution. V.4 (1), p 13-20.</p><p></p><p>Nahrkhalaji, S (2013). The Effect of Different Types of Instruction and Feedback on the Development of Pragmatic Proficiency. International Journal of English Studies. Vol. 1. No. 1. pp. 65-70.ISSN: 1575-7046.</p><p></p><p>Newby, D. (2006). Communicative language teaching. In A. B. Fenner & D. Newby (Eds.), Coherence of principles, cohesion of competences: exploring theories and designing materials for teacher education. Strasbourg: Council of Europe Publishing.</p><p></p><p>Niezgoda, K., & Rover, C., (2011). Pragmatic and grammatical awareness. In: K. R., Rose, G. Kasper, (Eds.). Pragmatics in Language Teaching (pp. 63-79). Cambridge: Cambridge University.</p><p></p><p>Nivis, D. (2013). The Role of Pragmatics in English Language Teaching. Pragmatic Competence. Academic Journal of Interdisciplinary Studies. E-ISSN 2281- 4612.ISSN 2281-3993.</p><p></p><p>Nurani, L. M. (2009). Methodological issues in pragmatic research: Is the discours completion test a reliable data collection instrument? J. Sosioteknologi Ed., 17(8), 667678.</p><p></p><p>Olshtain, E., & Cohen, A. (1990). The learning of complex speech act behavior. TESL Canada Journal, 7, 45-65.</p><p></p><p>Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.</p><p></p><p>Peterson, E., & Coltrane, B. (2003). Culture in second language teaching [Electronic Version]. Center for Applied Linguistics.</p><p></p><p>Porter, R. E., & Samovar, L. A. (1991). Basic principles of intercultural communication. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader. Boston, MA: Wadsworth Cengag Learning.</p><p></p><p>Rafieyan, V, & Sharafi, M (2014). Effect of Pragmatic Instruction on Sustainable Development of Pragmatic Awareness. Journal of Studies in Education. Vol. 4, No. 1 .ISSN 2162-6952.</p><p></p><p>Rafieyan, V, D (2016) Effect of Focus on Form versus Focus on Forms Pragmatic Instruction on Development of Pragmatic Comprehension and Production. Journal of Education and Practice, 2222-1735 ISSN Vol.7, No.20.</p><p></p><p>Rahimi, M., Hashemian, M. and Mansoori, S. (2014). Pragmatic Awareness of the Request Speech Act in English as an Additional Language: Monolinguals or Bilinguals? Journal of Research in Applied Linguistics Studies: 87-108.</p><p></p><p>Rajabiaa, Sh., Azizifara, A., & Gowhary. A. (2015).The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Social and Behavioral Sciences, 199 - 231 239.</p><p></p><p>Rao, Z. (2002). Teaching Chinese students' perceptions of communicative and non- communicative activities in EFL classroom. System, 30(1), 85-105.</p><p></p><p>Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.</p><p></p><p>Richards, J.C., Platt, J., & Platt H. (1992). Longman dictionary of language teaching and applied linguistics (2nd Ed.). England: Pearson Education.</p><p></p><p>Rintell, E., & Mitchell, C. J. (1989). Studying requests and apologies: An inquiry into method. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural Pragmatics (pp. 248-272). Norwood, NJ: Ablex.</p><p></p><p>Roever, C. (2006). Validation of a Web-based Test of ESL Pragmalinguistics.Language Testing, 23(2), 229256.</p><p></p><p>Roever, C. (2017). DIF in the assessment of second language pragmatics. Language Assessment Quarterly, 4(2), 165-189.</p><p></p><p>Rose, K, R (2010). The impacts of instruction in increasing learners pragmatic in the performance of discourse acts. An Introduction to Intercultural Communication: Identities in a Global Community: Sage Publications.</p><p></p><p>Rose, K, R, (2000). An Exploratory Cross-Sectional study on Inter-language Pragmatic Development. Studies on Second language aqustion.22.-287.</p><p></p><p>Rose, K., & Kwai-fun, C. (2001). Inductive and deductive teaching of compliments and compliments responses. In G. Kasper., & K. Rose. (Eds.), Pragmatics and language teaching, (pp. 145-170). Cambridge: Cambridge University Press.</p><p></p><p>Rose, K.R (1994). Pragmatic consciousness-raising in an EFL context. Pragmatics and Language Learning, Monograph series, 5, 52-62.</p><p></p><p>Rose, K.R. (1999). Teacher and students learning about request in Hong Kong. In E.Hinkel (Eds.), Culture in second language teaching and learning . Cambridge: Cambridge University Press.</p><p></p><p>Rose, K.R. (2005). On the effects of instruction in second language pragmatics. System, 33 (3), 385-399.</p><p></p><p>Rubai'ey, F. (2016). Identity and Pragmatic Transfer: The Role of Omani EFL Learners' Identities in Their Pragmatics Choices in English.</p><p></p><p>Ruzickova, E, (2007). Strong and mild requisite hints and positive- face, Journal of pragmatics.980-77.</p><p></p><p>Ryan, J. (2016). Introducing referents for recognition: L2 pragmatic competence and miscommunication. Journal of Pragmatics, 97, 55-73.</p><p></p><p>Safont Jorda, M.P. (2004). An analysis on EAP learners pragmatic production: A focus on request form. Retrieved December 2008, from the World Wide.</p><p></p><p>Safont-Jord, P. (2008). The Speech Act of Requesting. In Alc n-Soler, E. (ed.) (2008), Learning How to Request in an Instructed Language Learning Context, Bern: Peter Lang. 41-64.</p><p></p><p>Sajjad, G, (2016). The role of instruction in the development of EFL learners pragmatic competence. The Asian Journal of Applied Linguistics Vol. 3 No.2, 173-184.</p><p></p><p>Salazar-Campillo, P. (2008). Task Analysis on Mitigation in the Speech Act of Requesting: Discourse Completion Task and Role-play. In Alc n-Soler, E. (ed.) (2008), Learning How to Request in an Instructed Language Learning Context, Bern: Peter Lang. 143-162.</p><p></p><p>Salehi, M. (2013). The Effect of instruction on the development of pragmatic Competence. International Journal of Social Science Research. Vol. 2, pp. 86- 97.</p><p></p><p>Salgado, E. F. (2011). The pragmatics of requests and apologies: Developmental patterns of Mexican students (Vol. 212). John Benjamins Publishing.</p><p></p><p>Sarab, A., & Reza, M. (2015). Pragmatic Instruction in EFL Context: A focus onrequests. International Journal of Research Studies in Language Learning.ISSIN: 2243-77754.</p><p></p><p>Saunders, M. (2011). The management researcher as practitioner. Issues from the interface. In: C. Cassell and W. J. Lee (Eds.), Challenges and controversies in management research (pp. 243-256). London, England: Taylor and Francis.</p><p></p><p>Savignon, S. (1997). Communicative Competence: Theory and Classroom Practice (2nd Ed.), McGraw Hill.</p><p></p><p>Schieffelin, B. B., & Ochs, E. (1986). Language socialization across cultures.Cambridge: Cambridge University Press.</p><p></p><p>Schmidt, R. W. (1983). Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult. In E. Judd & N. Wolfson (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA: Newbury House.</p><p></p><p>Schmidt, R.W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Richard W. Schmidt (Ed.), Attention and awareness in foreign language learning (Technical Report #9) (pp. 1-63). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.</p><p></p><p>Searle, J. (1975). Indirect speech acts. In C.P & J. Morgan (Eds.), Syntax and semantics: Vol. 3. Speech acts (pp. 59-82). New York: Academic Press.</p><p></p><p>Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language . Cambridge: Cambridge University Press.</p><p></p><p>Searle, J. R., Kiefer, F., & Bierwisch, M. (Eds.). (1980). Speech Act Theory and Pragmatics. London: D. Reidel Publishing Company.</p><p></p><p>Shirazi, M. & Ahmadi, S (2016). The Effect of Instruction on EFL Learners' Acquisition of Speech Acts of Apology and Request. Theory and Practice in Language Studies. Vol. 6, No. 5, pp. 1019-1026.</p><p></p><p>Shokouhi, S. & Rezaei, A. (2015). The Importance of Teaching Pragmatics in the Classrooms (Focus on Complimenting). Journal for the Study of English Linguistics, 2329-7034.</p><p></p><p>Shokouhi, S. (2016). An Overview on Explicit and Implicit instructions on Learners Pragmatic Awareness in Making Request in English. Journal for the Study of English Linguistics ISSN 2329-7034.</p><p></p><p>Silva, A. (2003). The effects of instruction on pragmatic development: Teaching polite refusals in English. Second Language Studies, 22(1), 55-106.</p><p></p><p>Soler, E, & Pitarch, J. (2010). The Effect of Instruction on Learners Pragmatic Awareness. International Journal of English Studies. 10 (1), 2010, pp. 65-80.ISSN: 1578-7044.</p><p></p><p>Spencer-Oatey, H., & egarac, V. (2010). Pragmatics. In Schmitt, N. (Ed.), an introduction to applied linguistics (2nd Ed.) (70-88). London: Hodder Education.</p><p></p><p>Sun, X., & Zhang, D. (2008). American college students' requesting competence in Chinese as a foreign language. Journal of World Chinese Teaching, 3, 105- 113.</p><p></p><p>Tajeddin, Z., & Alemi, M. (2020). Pragmatics Pedagogy in English as an International Language. Teaching polite refusals in English. Second Language Studies, 62(1), 5-106.</p><p></p><p>Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 171199). Cambridge: Cambridge University Press.</p><p></p><p>Takahashi, S. (2011). Transferibility of Indirect Request Strategies. University of Hawai'i Working Papers in English as a Second Language 11 (1), 69-124.</p><p></p><p>Takahashi, S., & DuFon, P. (1989). Cross-linguistic influence in indirectness: The case of English directives. University of Hawaii at Manoa.</p><p></p><p>Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Vol. 46). Sage.</p><p></p><p>Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines. In K, Rose & G, Kasper (Eds.). Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.</p><p></p><p>Tateyama, Y. (2007). The effects of instruction on pragmatic awareness. In K. Bradford-Watts (Ed.), JALT2006 Conference Proceedings. Tokyo: JALT.</p><p></p><p>Tateyama, Y., & Kasper, G. (2008). Talking with a classroom guest: Opportunities for learning Japanese pragmatics. In E. Alcon Soler& A. Martinez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 45-71). Bristol; Buffalo; Toronto: Multilingual Matters.</p><p></p><p>Tateyama, Y., Kasper, G., Mui, L., Tay, H., & Thananart, O. (1997). Explicit and implicit teaching on pragmatics routines. In L. Bouton., (Ed.), Pragmatics and language learning, monograph series vol. 8, pp. 163-178. Urbana- Champaign: Division of English as an international language, University of Illinois, Urbana-Campaign.</p><p></p><p>Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-109.</p><p></p><p>Thomas, J. (2006). Cross-cultural pragmatic failure. World Englishness: CriticalConcepts in Linguistics, 4 (2), 22.</p><p></p><p>Trosborg, A. (1995). Interlanguage pragmatics: Requests, complaints, and apologies.Berlin: Mouton de Grunter.</p><p></p><p>Tuan, V. (2017). Communicative competence of the fourth year students: Basis for proposed English language program. English language Teaching; Vol. 10. N.1916-4.</p><p></p><p>Us-Juan, E. (eds.), (2010), Speech Act Performance. Theoretical, empirical and methodological issues, Amsterdam: John Benjamins.</p><p></p><p>Uzum, B. (2012). A microethnographic case study of Fulbright language teaching assistants: Dialogic mediation and conceptual thinking for professional identity development. In G. Gorsuch (Ed.), Stillwater, OK: New Forums Press.</p><p></p><p>Van Merrinboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.</p><p></p><p>Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: How Likely?TESL-EJ, 8 (2), 86-98.</p><p></p><p>Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press. Wallace, M.J. (1997). Action research for language teacher. Cambridge: CambridgeUniversity Press.</p><p></p><p>Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry (pp. 51-85). New York, NY: Cambridge University Press</p><p></p><p>Wen Jan, C., Chiang Lin, C., & Jian Li, B. (2015). A Pragmatic Study of the Speech Act of Polite Requests for Action. Journal of China University of Science and Technology Vol.61-2015.01.</p><p></p><p>Widdowson, H.G. (1978). Teaching Language as Communication. London: Oxford University Press.</p><p></p><p>Wildner-Bassett, M.E. (1994). Improving pragmatic aspects of learners interlanguage.Tubingen: Gunter Narre Verlag.</p><p></p><p>Wink, J., & Putney, L. (2002). A vision of Vygotsky. Boston, MA: Allyn & Bacon.</p><p></p><p>Wolfson, N. (1981). Compliments in cross-cultural perspectives. TESOL Quarterly, 15 (2), 117-124.</p><p></p><p>Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. New York: Newbury House Publishers.</p><p></p><p>Woodfield, H. (2008). Problematising discourse completion tasks: Voices from verbal report. Evaluation & Research in Education, 21(1), 43-69.</p><p></p><p>Woodfield, H., & Economidou-Kogetsidis, M. (2010). I just need more time: A study of native and non-native students' requests to faculty for an extension. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 29 (1), 77-118.</p><p></p><p>Wyner, L, & Cohen, A. (2015). Second language pragmatic ability: Individual differences according to environment. Studies in Second Language Learning and Teaching 5(4):519-556.</p><p></p><p>Yang, X. (2008). A cross-sectional study of Chinese learners' acquisition of English request. CELEA Journal, 31, 31-43.</p><p></p><p>Yasami, F, & Rastegar, s (2014). The Use of Request Strategies among Iranian EFL Students of different Proficiency Levels. Procedia - Social and Behavioral Sciences. Vol. 37 (9), p: 1926 1930.</p><p></p><p>Yi-xuan, F. (2016). Teaching Speech Acts in EFL Classrooms: An Implicit Pedagogy.Sino-US English Teaching, 13, No. 7, 515-520.</p><p></p><p>Yu, M. C. (2008). Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan. TESOL Quarterly, 42(1), 31-53.</p><p></p><p>Yuan, Y, .Tangen, .D. & Mills. K (2015). An Investigation into Chinese EFL Learners Perceptions of Pragmatics. The Electronic Journal for English as a Second Language. Volume 19, Number 1. ISSN 2094-3938.</p><p></p><p>Yuka, A. (2012). Explores Meta-Pragmatic Awareness of Japanese Learners of English. The Economic Journal of Takasaki City University of Economics. vol.54, No.4</p><p></p><p>Zangoei, A, & Nourmohammadi, E, (2014). A Gender-based Study of Iranian EFL Learners' Pragmatic Awareness. International Journal of Applied Linguistics & English Literature. ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 3 No. 6.</p><p></p><p>Zarepour, F. (2016). Cohesion analysis of Iranian EFL learners English written requisite. E mails. Journal of Language Teaching and Research, 7(3), 579- 585.</p><p></p><p></p><div class="WordSection1"></div><p></p> |