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The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence

Nguyen, Thi Thuy Minh, Pham, Thi Hanh, Pham, Minh Tam·2012·Journal of Pragmatics
DOI 10.1016/j.pragma.2012.01.003
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Citations

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Research works printed but not linked: 33

  1. Bardovi-Harlig, 1993, Learning the rules of academic talk: a longitudinal study of pragmatic change, Studies in Second Language Acquisition, 15, 279, 10.1017/S0272263100012122 · DOI
  2. Becker, 1988, The success of parents’ indirect techniques for teaching their preschoolers pragmatic skills, First language, 8, 173, 10.1177/014272378800802306 · DOI
  3. Ellis, 2001, Investigating form-focused instruction, Language Learning, 51, 1, 10.1111/j.1467-1770.2001.tb00013.x · DOI · Paper page
  4. Eslami-Rasekh, 2005, Raising the pragmatic awareness of language learners, ELTJ, 59, 199, 10.1093/elt/cci039 · DOI
  5. Fukuya, 2002, The effects of recasts on EFL learners’ acquisition of pragmalinguistic conventions of request, Second Language Studies, 21, 1
  6. Gass, 1988, Integrating research areas: a framework for second language studies, Applied Linguistics, 9, 198, 10.1093/applin/9.2.198 · DOI
  7. Han, 2008, Textual enhancement of input: issues and possibilities, Applied Linguistics, 29, 597, 10.1093/applin/amn010 · DOI
  8. Hernandez, 2011, Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers, Language Teaching Research, 15, 159, 10.1177/1362168810388694 · DOI · Paper page
  9. Hinkel, 1996, When in Rome: evaluations of L2 pragmalinguistic behaviour, Journal of Pragmatics, 26, 51, 10.1016/0378-2166(95)00043-7 · DOI
  10. House, 1996, Developing pragmatic fluency in English as a foreign language: routines and metapragmatic awareness, Studies in Second Language Acquisition, 18, 225, 10.1017/S0272263100014893 · DOI
  11. Jeon, 2006, Effects of L2 instruction on interlanguage pragmatic development: a meta-analysis, 165, 10.1075/lllt.13.10jeo · DOI · Paper page
  12. Kasper, 1991, Research methods in interlanguage pragmatics, Studies in Second Language Acquisition, 13, 215, 10.1017/S0272263100009955 · DOI
  13. Kasper, 1996, Developmental issues in interlanguage pragmatics, Studies in Second Language Acquisition, 18, 149, 10.1017/S0272263100014868 · DOI
  14. Kubota, 1995, Teachability of conversational implicature to Japanese EFL learners, IRLT Bulletin, 9, 35
  15. Long, 1983, Native speaker/non-native speaker conversation and the negotiation of comprehensible input, Applied Linguistics, 4, 126, 10.1093/applin/4.2.126 · DOI
  16. Long, 2009, Task-based teaching and assessment, 135, 10.1075/tblt.1.09tas · DOI
  17. Lyster, 1998, Recasts, repetition, and ambiguity in L2 classroom discourse, Studies in Second Language Acquisition, 20, 51, 10.1017/S027226319800103X · DOI · Paper page
  18. Martinez-Flor, 2005, The effects of instruction on learners’ production of appropriate and accurate suggestions, System, 33, 463, 10.1016/j.system.2005.06.007 · DOI
  19. Mendonca, 1994, Peer review negotiations: revision activities in ESL writing instruction, TESOL Quarterly, 28, 745, 10.2307/3587558 · DOI · Paper page
  20. Nabei, 2002, Learner awareness of recasts in classroom interaction: a case study of an adult EFL student's second language learning, Language Awareness, 11, 43, 10.1080/09658410208667045 · DOI
  21. Nelson, 1998, ESL students’ perceptions of effectiveness in peer response groups, Journal of Second Language Writing, 7, 113, 10.1016/S1060-3743(98)90010-8 · DOI · Paper page
  22. Nguyen, Minh Thi Thuy, 2005. Criticizing and responding to criticisms in a foreign language: a study of Vietnamese learners of English. Ph.D. Thesis, The University of Auckland, Auckland.
  23. Nguyen, 2008, Modifying L2 criticism: how learners do it?, Journal of Pragmatics, 40, 768, 10.1016/j.pragma.2007.05.008 · DOI
  24. Nguyen, 2008, Criticizing in a L2: pragmatic strategies used by Vietnamese EFL learners, Intercultural Pragmatics, 5, 41, 10.1515/IP.2008.003 · DOI
  25. Pearson, 1998, Spanish L2 pragmatics: the effects of metapragmatic discussion
  26. Rollinson, 2005, Using peer feedback in the ESL writing class, ELT Journal, 59, 23, 10.1093/elt/cci003 · DOI · Paper page
  27. Rose, 2005, On the effects of instruction in second language pragmatics, System, 33, 385, 10.1016/j.system.2005.06.003 · DOI
  28. Sharwood Smith, 1981, Consciousness raising and second language acquisition theory, Applied Linguistics, 7, 239
  29. Siegal, 1996, The role of learner subjectivity in second language sociolinguistic competency: western women learning Japanese, Applied Linguistics, 17, 356, 10.1093/applin/17.3.356 · DOI
  30. Soares, 1998, Peer review methods for ESL writing improvement
  31. Takahashi, 2005, Noticing in task performance and learning outcomes: a qualitative analysis of instructional effects in interlanguage pragmatics, System, 3, 437, 10.1016/j.system.2005.06.006 · DOI
  32. Takimoto, 2009, The effects of input-based tasks on the development of learners’ pragmatic proficiency, Applied Linguistics, 30, 1, 10.1093/applin/amm049 · DOI
  33. Thomas, 1983, Cross-cultural pragmatic failure, Applied Linguistics, 4, 91, 10.1093/applin/4.2.91 · DOI

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Metadata

Authors
Nguyen, T. T. M., Pham, T. H., & Pham, M. T.
Venue
Journal of Pragmatics
Publisher
Elsevier BV
Published
2012-03
Volume
44
Issue
4
Pages
416-434
ISSN
0378-2166
DOI
10.1016/j.pragma.2012.01.003
Cited by
75
References
6
Language
en
Licence

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CoChat. (2026). Citation check: The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. https://app.cochat.ai/papers/10.1016/j.pragma.2012.01.003
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Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics. https://doi.org/10.1016/j.pragma.2012.01.003