Skip to main content

Researching the Effectiveness of Professional Development in Pragmatics

  • Chapter
Applied Linguistics and Language Teacher Education

Part of the book series: Educational Linguistics ((EDUL,volume 4))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bardovi-Harlig, K. (1999). The interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677–713.

    Article  Google Scholar 

  • Bardovi-Harlig, K. & Hartford, B. S. (1991). Saying “No”: Native and non native rejections in English. In L. F. Bouton & Y. Kachru (Eds.) Pragmatics and Language Learning (Vol. 2). University of Illinois, Urbana-Champaign: Division of English as an International Language.

    Google Scholar 

  • Bartels, N. (2002). Professional preparation and action research: Only for language teachers? TESOL Quarterly 36(1), 71–79.

    Google Scholar 

  • Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-Cultural Pragmatics: Requests and Apologies (Vol. XXXI). Norwood, NJ.: Ablex.

    Google Scholar 

  • Brindley, G. (2001). Language assessment and professional development. In A. Brown, C. Elder, N. Iwashita, E. Grove, K. Hill, T. Lumley, K. O’Loughlin and T. McNamara (Eds.). Experimenting with Uncertainty. Essays in Honour of Alan Davies. Cambridge: Cambridge University Press.

    Google Scholar 

  • Burns, A. (2000). Facilitating collaborative action research: Some insights from the AMEP, Prospect: A Journal of Australian TESOL, 15(3), 23–34.

    Google Scholar 

  • Eslamirasekh, Z. (1993). A cross-cultural comparison of the request speech act realisation patterns in Persian and American English. Pragmatics and Language Learning, 4, 85–103.

    Google Scholar 

  • Kasper, G. (2001). Classroom research on interlanguage pragmatics. In Rose, K. R. & G. Kasper (Eds.), Pragmatics in Language Teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Kasper, G. & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition. 18, 149–169.

    Article  Google Scholar 

  • Lee-Wong, S.M. (1994). Quing/please-a polite or request marker?: Observations from Chinese. Multilingual, 13(4), 343–360.

    Google Scholar 

  • McEwan, H. & Bull, B. (1991). The pedagogic nature of subject matter knowledge. American Educational Research Journal, 28(2), 316–34.

    Article  Google Scholar 

  • Mir-Fernandez, M. (1994). The use of English requests by native Spanish speakers and its relation to politeness values. Unpublished doctoral dissertation, University of Illinois.

    Google Scholar 

  • Rose, K.R. (1990). Cross-Cultural Pragmatics: Requests and Apologies. Issues and Developments in English and Applied Linguistics, 5, 107–115.

    Google Scholar 

  • Shulman, L. S. (1986). Knowledge and teaching: foundations of a new reform. Harvard Educational Review, 57(1), 1–22.

    Google Scholar 

  • Trosborg, A. 1995. Interlanguage Pragmatics: Requests, Complaints and Apologies. Berlin: Mouton de Gruyter.

    Google Scholar 

  • Wigglesworth, G. (2000a). Relating research and professional development: assessment task design. Prospect: A Journal of Australian TESOL, 15(3), 52–64.

    Google Scholar 

  • Wigglesworth, G. (2000b). Issues in the development of oral tasks for competency based performance assessments. In G. Brindley (Ed.) Studies in Immigrant English Language Assessment (Volume I). Sydney: NCELTR.

    Google Scholar 

  • Wigglesworth, G. (2001). Influences on performance in task-based oral assessments. In Bygate, M., Skehan, P. & M. Swain (Eds.), Task Based Learning. London: Addison Wesley Longman.

    Google Scholar 

  • Wigglesworth, G. & Yates, L. (2001). Focussing on mitigation in English. Paper presented at TESOL 2001. St. Louis, USA.

    Google Scholar 

  • Wigglesworth, G. & Yates, L. (2002). Mitigating difficult requests: what do learners need to learn? Unpublished manuscript.

    Google Scholar 

  • Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle & Heinle.

    Google Scholar 

  • Yates, L (2000). “Ciao, guys!”; Mitigation addressing positive and negative face concerns in the directives of native-speaker and Chinese background speakers of Australian English. Unpublished PhD dissertation, La Trobe University.

    Google Scholar 

  • Yates, L. & Wigglesworth G. (2002). Teaching pragmatics in the language classroom. Paper presented at TESOL 2002. Salt Lake City, USA.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Nat Bartels

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Yates, L., Wigglesworth, G. (2005). Researching the Effectiveness of Professional Development in Pragmatics. In: Bartels, N. (eds) Applied Linguistics and Language Teacher Education. Educational Linguistics, vol 4. Springer, Boston, MA. https://doi.org/10.1007/1-4020-2954-3_15

Download citation

Publish with us

Policies and ethics