Indiana University

The Department of Second Language Studies

Kathleen Bardovi-Harlig

Photo of Kathleen Bardovi-Harlig

  • Professor of Second Language Studies
  • ESL Coordinator

bardovi@indiana.edu
(812) 855-9877
Ballantine Hall 877

Research Interests

  • Second language acquisition
  • Second language temporality and tense-mood-aspect systems
  • Interlanguage pragmatics

Education

  • Ph.D. 1983. Linguistics, The University of Chicago, Chicago, Illinois
  • M.A. 1978. Linguistics, California State University, Northridge
  • B.A. 1976. Linguistics, California State University, Northridge

Personal Statement

My research interests fall primarily into two main categories; the development of tense-mood-aspect systems in second language and the development of second language discourse and pragmatics. In my early research these seemed to be two distinct tracks, the first grammatical and the second pragmatic. As I continue to work in these areas, however, I have become increasingly aware of how linguistic development interacts with development in interlanguage pragmatics, and how discourse structure (particularly narrative structure) influences tense-aspect use.

My current work expands my research on tense-aspect to include the expression of the future and modality. My investigation of the interrelation of grammar and pragmatics has led to an ongoing study of formulaic sequences in pragmatics.

Books & Edited Volumes

  • Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
  • Bardovi-Harlig, K., and Félix-Brasdefer, C. (Eds.) (2016, in press). Pragmatics and Language Learning, Vol 14. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K., & Dörnyei, Z. (Eds.). (2006). Themes in SLA Research. AILA Review 19. Amsterdam, The Netherlands: John Benjamins Publishing Company.
  • Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.) (2006). Pragmatics and Language Learning 11. Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K., & Hartford, B. (Eds.) (2005). Interlanguage Pragmatics: Exploring Institutional Talk. Mahwah, NJ: Erlbaum.
  • Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching Pragmatics. Washington, DC: United States Department of State.
  • Gass, S. M., Bardovi-Harlig, K., Magnan. S., & Walz, J. (Eds.) (2002). Pedagogical norms for second and foreign language teaching. Amsterdam, The Netherlands: John Benjamins Publishing Company.
  • Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1997). Beyond methods: Components of language teacher education. The McGraw-Hill Second Language Professional Series: Directions in Second Language Learning. New York: McGraw Hill.
  • Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1995). Thematic Issue of Studies in Second Language Acquisition, 17(2). Constructing discourse: Exploring the texts of nonnative speakers.

Research Publications

  • Bardovi-Harlig, K. (2015). Designing instructional effect studies for L2 pragmatics: A guide for teachers and researchers. In S. Gesuato, F. Bianchi, & W. Cheng (Eds.) Teaching, learning and investigating pragmatics: Principles, methods and practices (pp. 135-164). Cambridge Scholars Publishing.
  • Bardovi-Harlig, K. (2015). One functional approach to SLA: The concept-oriented approach. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd edition; pp. 54-74). Mahwah, NJ: Erlbaum. [revision of 2007 chapter for 2nd edition]
  • Bardovi-Harlig, K. (2015). Disinvitations: You're not invited to my birthday party! Journal of Pragmatics ,75,¬91-110. doi:10.1016/j.pragma.2014.10.010
  • Bardovi-Harlig, K. (2015). Operationalizing conversation in studies of instructional effects in L2 pragmatics. System , 48, 21-34.
  • Bardovi-Harlig, K., Mossman, S., & Vellenga, H. E. (2015). The effect of instruction on pragmatic routines in academic discussion. Language Teaching Research, 19, 324-350. doi: 10.1177/1362168814541739
  • Bardovi-Harlig, K. (2014). Documenting interlanguage development. In Z.-H. Han & E. Tarone (Eds.) Interlanguage 40 years later (pp. 127-146). Amsterdam: John Benjamins.
  • Bardovi-Harlig, K. (2014). Awareness of meaning of conventional expressions in second language pragmatics. Language Awareness ,23, 41-56. doi 10.1080/09658416.2013.863894
  • Bardovi-Harlig, K., & Shin, S.-Y. (2014). Expanding traditional testing measures with tasks from L2 pragmatics research. Iranian Journal of Language Testing , 4(1), 26-49. (Special issue on pragmatics testing). [http://ijlt.ir/journal/images/PDF/421-2014-4-1.pdf]
  • Bardovi-Harlig, K. (2013). On saying the same thing: Assessing the production of conventional expressions in L2 pragmatics. In T. Greer, D. Tatsuki, & C. Roever (Eds.), Pragmatics and language learning (Vol. 13, pp. 191-211). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63:Suppl.1, 68–86.
  • Bardovi-Harlig, K. (2013). Research design: From text to task. In R. Salaberry & L. Comajoan (Eds.) Research design and methodology in studies on second language tense and aspect (pp. 219-269). Berlin: Mouton de Gruyter.
  • Bardovi-Harlig, K. & Stringer, D. (2013). The lexicon in second language attrition: What happens when the cat’s got your tongue? In J. Altarriba & L. Isurin (Eds.), Memory, language, and bilingualism: Theoretical and applied approaches (pp.291-318). Cambridge: Cambridge University Press.
  • Bardovi-Harlig, K. (2012). Formulas, routines, and conventional expressions in pragmatics research. ARAL, 32, 206-227.
  • Bardovi-Harlig, K. (2012). Pragmatic variation and conventional expressions. In J. C. Félix-Brasdefer & D. Koike (Eds.), Pragmatic variation in first and second language contexts: Methodological issues (pp. 141-173). Amsterdam: John Benjamins.
  • Bardovi-Harlig, K. (2012). Second language acquisition. In R. Binnick (Ed.) Handbook of tense and aspect (pp. 481-503). Oxford: Oxford University Press.
  • Bardovi-Harlig, K. (2012).  After process, then what? A longitudinal investigation of the progressive prototype in L2 English.  In E. Labeau (Ed.) Development of Tense, Aspect and Mood in L1 and L2 (pp. 135-155). Amsterdam: Rodopi/Cahiers Chronos.
  • Bardovi-Harlig, K. (2012). Pragmatics in SLA. In S. M. Gass & A. Mackey (Eds.) The Routledge handbook of second language acquisition (pp. 147-162). London: Routledge/Taylor Francis.
  • Bardovi-Harlig, K., & Vellenga, H. E. (2012). The effect of instruction on conventional expressions in L2 pragmatics. System, 40, 77-89.
  • Bardovi-Harlig, K., & Bastos, M.-T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics 8 , 347–384.
  • Bardovi-Harlig, K. (2010). Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (Ed.) Pragmatics across languages and cultures (Vol. 7 of Handbooks of pragmatics; pp. 219-259). Berlin: Mouton de Gruyter.
  • Bardovi-Harlig, K. (2010). Pragmatics and second language acquisition. In R. Kaplan (Ed.), The Handbook of Applied Linguistics, 2nd ed. (pp. 232-243). Oxford: Oxford University Press. [see original, Bardovi-Harlig, K. (2001c)]
  • Bardovi-Harlig, K. (2010). Recognition of conventional expressions in L2 pragmatics. In G. Kasper, H. t. Nguyen, D. R. Yoshimi, & J. K. Yoshioka (Eds.), Pragmatics and language learning (Vol. 12) (pp. 141-162). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K., Bastos, M.-T., Burghardt, B., Chappetto, E., Nickels, E., & Rose, M. (2010). The use of conventional expressions and utterance length in L2 pragmatics. In G. Kasper, H. t. Nguyen, D. R. Yoshimi, & J. K. Yoshioka (Eds.), Pragmatics and language learning (Vol. 12) (pp. 163-186). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K., & Stringer, D. (2010). Variables in second language attrition: Advancing the state of the art. Studies in Second Language Acquisition, 32, 1-45.
  • Bardovi-Harlig, K. (2009). Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.
  • Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & LeBlanc, C. J. (2009).  The acquisition of tense-aspect: Converging evidence from corpora, cognition, and learner constructions.  Modern Language Journal, 93, 336-369.
  • Ludwig, J., Fu, D., Bardovi-Harlig, K., & Stringer, D. (2009). Serious games for second language retention. Proceedings of the Industry/Interservice, Training, Simulation & Education Conference (I/ITSEC 2009), 1-10.
  • Bardovi-Harlig, K. (2008). Recognition and production of formulas in L2 pragmatics. In Z-H. Han (Ed.), Understanding second language process (pp. 205-222). Clevedon, UK: Multilingual Matters.
  • Bardovi-Harlig, K., Nickels, E., & Rose, M. (2008). The influence of first language and level of development in the use of conventional expressions of thanking, apologizing, and refusing. In M. Bowles, R. Foote, S. Perpiñán, & R. Bhatt (Eds.) Selected proceedings of the 2007 Second Language Research Forum (pp. 113-130). Somerville, MA: Cascadilla Proceedings Project. (also available: http://www.lingref.com/cpp/slrf/2007/index.html)
  • Bardovi-Harlig, K. (2007). One functional approach to SLA: The concept-oriented approach. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 57-75). Mahwah, NJ: Erlbaum.
  • Bardovi-Harlig, K., & Comajoan, L. (2007). Order of acquisition and developmental readiness. B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics (pp. 383-397). Oxford: Blackwell.
  • Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Félix-Brasdefer, C., Omar, A. S. (Eds.), Pragmatics and Language Learning, (Vol. 11, pp. 1-28). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
  • Bardovi-Harlig, K. (2005). Contextualizing interlanguage pragmatics. In A. Tyler (Ed.). Language in use: Cognitive and discourse perspectives on language and language learning (pp. 65-84). Washington, DC: Georgetown University Press.
  • Bardovi-Harlig, K. (2005). The future of desire: Lexical futures and modality in L2 English future expression. In L. Dekydtspotter & R. Sprouse (Eds.), 7th generative approaches to second language acquisition, (pp. 1-12). Somerville, MA: Cascadilla Proceedings Project.
  • Bardovi-Harlig, K., & Griffin, R. (2005). L2 Pragmatic Awareness: Evidence from the ESL Classroom. System, 33, 401-415
  • Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics (Chapter 1, pp. 7-36) and Practical considerations (Chapter 8, pp. 201-221). In K. Bardovi-Harlig & B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.
  • Bardovi-Harlig, K. (2005). Tracking the elusive imperfect in adult second language acquisition: Refining the hunt. In P. Kempchinsky & R. Slabakova (Eds.), Aspectual inquiries (pp. 397-419). Dordrecht: Kluwer.
  • Bardovi-Harlig, K. (2004). Monopolizing the future: How the go-future breaks into will's territory and what it tells us about SLA. EuroSLA Yearbook, 4, 177-201. Amsterdam: Benjamins.
  • Bardovi-Harlig, K. (2004). Pragmatic competence of the advanced learner. Focused Research Review for the High-Level Language Ability Research Hub, University of Maryland, February 29th, 2004.
  • Bardovi-Harlig, K. (2004). The emergence of grammaticalized future expression in longitudinal production data. In M. Overstreet, S. Rott, B. VanPatten, & J. Williams (Eds.) Form and meaning in second language acquisition (pp. 115-137). Mahwah, NJ: Erlbaum.
  • Bardovi-Harlig, K., & Salsbury, T. (2004). The organization of turns in the disagreements of L2 learners: A longitudinal perspective. In D. Boxer & A. D. Cohen (Eds.) Studying speaking to inform second language learning (pp. 199-227). Clevedon: Multilingual Matters.
  • Bardovi-Harlig, K. (2003). La intersecció entre la pragmàtica i l’adquisició de segones llengües [The intersection of pragmatics and second language acquisition]. Caplletra, 35, 93-110. [Translated into Catalan by Llorenç Comajoan]
  • Bardovi-Harlig, K. (2003). Understanding the role of grammar in the acquisition of L2 pragmatics. In A. Martínez, E. Usó, & A. Fernández (Eds.), Pragmatic competence and foreign language teaching (pp. 21-44). Castellon, Spain: Servei de Publicacions de la Univerisitat Jaume I.
  • Bardovi-Harlig, K. (2002). Analyzing aspect. In R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition (pp. 129-154). Amsterdam: John Benjamins.
  • Bardovi-Harlig, K. (2002). A New Starting Point? Investigating Formulaic Use and Input. Studies in Second Language Acquisition, 24, 189-198.
  • Bardovi-Harlig, K. (2001c). Pragmatics and second language acquisition. In R. Kaplan (Ed.), The Handbook of Applied Linguistics (pp.182-192). Oxford: Oxford University Press.
  • Bardovi-Harlig, K. (2001b). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge: Cambridge University Press.
  • Bardovi-Harlig, K. (2001a). Another piece of the puzzle: The emergence of the present perfect. Language Learning, Supplement to volume 51, Form-Focused Instruction, Rod Ellis (Ed.) (pp. 215-264) [Reprint of Bardovi-Harlig, 1997a.]
  • Salsbury, T., & Bardovi-Harlig, K. (2001). “I know your mean, but I don’t think so” Disagreements in L2 English. In L. Bouton (Ed.) Pragmatics and language learning (Vol. 10) (pp. 131-151). Urbana-Champaign: University of Illinois, Division of English as an International Language.
  • Salsbury, T., & Bardovi-Harlig, K. (2000). Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 second language research forum (pp. 57-76). Somerville: Cascadilla Press.
  • Bardovi-Harlig, K. (1999a). From morpheme studies to temporal semantics: Tense-aspect research in SLA. State of the art article. Studies in Second Language Acquisition, 21(3), 341-382.
  • Bardovi-Harlig, K. (1999b). Examining the role of text type in L2 tense-aspect research: Broadening our horizons. In P. Robinson & N. Jungheim (Eds.), Proceedings of the Third Pacific Second Language Research Forum (Vol. 1, pp. 129-138). Tokyo: PacSLRF.
  • Bardovi-Harlig, K. (1999c). The interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677-713.
  • Bardovi-Harlig, K. (1999d). Researching method. In L. F. Bouton (Ed.), Pragmatics and Language Learning (Vol. 9, pp. 237-264). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K. (1998). Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, 20, 471-508.
  • Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-259. [Winner of the TESOL- Newbury House 1999 Distinguished Research Award] Original video task can be found at: http://www.iub.edu/~celtie/pedagogy/bardovi_harlig/scenes_from_school.html
  • Bardovi-Harlig, K. (1997a). Another piece of the puzzle: The emergence of the present perfect. Language Learning, 47, 375-422.
  • Bardovi-Harlig, K. (1997b). Assessing grammatical development in interactional contexts. TESOL Quarterly, 31, 797-806.
  • Bardovi-Harlig, K. (1997c). The place of second language acquisition theory in language teacher preparation. In K. Bardovi-Harlig & B. S. Hartford, (Eds.) Beyond methods: Components of language teacher education (pp. 18-41). New York: McGraw Hill.
  • Bardovi-Harlig, K., & Bergström, A. (1996). The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and French (FL). Canadian Modern Language Review, 52, 308-330.
  • Bardovi-Harlig, K., & Hartford, B. S. (1996). Input in an institutional setting. Studies in Second Language Acquisition, 18, 171-188.
  • Hartford, B. S., & Bardovi-Harlig, K. (1996). "At your earliest convenience": Written student requests to faculty. In L. F. Bouton (Ed.), Pragmatics and Language Learning, (Vol. 7, pp. 55-69). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K. (1995). A narrative perspective on the development of the tense/aspect system in second language acquisition. Studies in Second Language Acquisition, 17, 263-291.
  • Bardovi-Harlig, K. (1995). The interaction of pedagogy and natural sequences in the acquisition of tense and aspect. In F. R. Eckman, D. Highland, P. W. Lee, J. Mileham, & R. R. Weber (Eds.), Second language acquisition theory and pedagogy (pp. 151-168). Mahwah, NJ: Lawrence Erlbaum.
  • Bardovi-Harlig, K., & Reynolds, D. W. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107-131.
  • Bardovi-Harlig, K. (1994). Reverse-order reports and the acquisition of tense: Beyond the principle of chronological order. Language Learning, 44, 243-282.
  • Bardovi-Harlig, K. (1994). Anecdote or evidence? Evaluating support for hypotheses concerning the development of tense and aspect. In E. Tarone, S. M. Gass, & A. D. Cohen (Eds.), Research methodology in second language acquisition (pp. 41-60). Hillsdale, NJ: Lawrence Erlbaum.
  • Bardovi-Harlig, K., & Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15, 279-304.
  • Bardovi-Harlig, K., & Hartford, B. S. (1993). The language of comembership. Research on Language and Social Interaction, 26, 227-257.
  • Bardovi-Harlig, K., & Hartford, B. S. (1993). Refining the DCT: Comparing open questionnaires and dialogue completion tasks. In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning, (Vol. 4, pp. 143-165). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K. (1992). The relationship of form and meaning: A cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language. Applied Psycholinguistics , 13, 253-278.
  • Bardovi-Harlig, K. (1992). The telling of a tale: Discourse structure and tense use in learner's narratives. In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning, (Vol. 3, pp. 144-161). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K. (1992). The use of adverbials and natural order in the development of temporal expression. IRAL, 30, 299-320.
  • Bardovi-Harlig, K. (1992). A second look at T-unit analysis: Reconsidering the sentence. TESOL Quarterly, 26, 390-395.
  • Bardovi-Harlig, K. (1992). Adverbs, aspect, and tense. In N. Bird & J. Harris (Eds.), QUILT and QUILL: Achieving and maintaining quality in language teaching and learning (pp. 184-200). Hong Kong: Institute of Language in Education, Education Department.
  • Bardovi-Harlig, K., & Hartford, B. S. (1992). Emerging pragmatic competence: Situational and linguistic knowledge. In N. Bird & J. Harris (Eds.), QUILT and QUILL: Achieving and maintaining quality in language teaching and learning (pp. 325-339). Hong Kong: Institute of Language in Education, Education Department.
  • Hartford, B. S., & Bardovi-Harlig, K. (1992a). Closing the conversation: Evidence from the academic advising session. Discourse Processes, 15, 93-116.
  • Hartford, B. S., & Bardovi-Harlig, K. (1992b). Experimental and observational data in the study of interlanguage pragmatics. In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning, (Vol. 3, pp. 33-52). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K., & Hartford, B. S. (1991). Saying "No": Native and nonnative rejections in English. In L. F. Bouton & Y. Kachru (Eds.), Pragmatics and Language Learning, (Vol. 2, pp.41-57). University of Illinois, Urbana-Champaign: Division of English as an International Language.
  • Bardovi-Harlig, K. (1990). Pragmatic word order in English composition. In U. Connor & A. Johns (Eds.), Coherence in Writing: Research and Pedagogical Perspectives (pp. 44-65). Alexandria, VI: TESOL.
  • Bardovi-Harlig, K., & Hartford, B. S. (1990). Congruence in native and nonnative conversations: Status balance in the academic advising session. Language Learning, 40, 467-501.
  • Bardovi-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition , 11, 17-34.
  • Harlig, J., & Bardovi-Harlig, K. (1988). Accentuation typology, word order, and theme-rheme structure. In M. Hammond, E. Moravcsik, & J. Wirth (Eds.), Studies in Syntactic Typology (pp. 125-146). Amsterdam: John Benjamins Publishers.
  • Bardovi-Harlig, K. (1987). Markedness and salience in second language acquisition. Language Learning, 37, 385-407.
  • Gierut, J. A., Dinnsen, D. A., & Bardovi-Harlig, K. (1987). External validity of productive phonological knowledge. Research in speech perception (Report 13, pp. 241-248). Bloomington, IN: Speech Research Laboratory, Department of Psychology, Indiana University.
  • Bardovi-Harlig, K. (1986). Discourse determinants of English sentence stress. Bloomington, IN: Indiana University Linguistics Club.
  • Bardovi-Harlig, K. (1983). Pronouns: When 'given' and 'new' coincide. In J. F. Richardson, M. Marks, & A. Chukerman (Eds.), Papers from the Nineteenth Regional Meeting of the Chicago Linguistic Society (pp. 15-26). Chicago: Chicago Linguistic Society.
  • Bardovi-Harlig, K. (1983). On the claim that topics are not stressed. In J. F. Richardson, M. Marks, & A. Chukerman (Eds.), Papers from the Parasession on the Interplay of Phonology, Morphology, and Syntax (pp. 17-27). Chicago: Chicago Linguistic Society.
  • Bardovi-Harlig, K. (1981). He who talks fast talks last. In C. S. Masek, R.A. Hendrick, & M.F. Miller (Eds.), Papers from the Parasession on Language and Behavior (pp. 1-8). Chicago: Chicago Linguistic Society.

Encyclopedia Entries

  • Bardovi-Harlig, K., & Sprouse, R. A. (submitted). Negative and positive transfer. Wiley Encyclopedia of TESOL. Wiley.
  • Bardovi-Harlig, K. (2012). Acquisition of tense and aspect. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 6-8). New York/London: Routledge.
  • Bardovi-Harlig, K. (2012). Discourse completion task (DCT). In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 186-189). New York/London: Routledge.
  • Bardovi-Harlig, K. (2012). Institutional talk. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 317-319). New York/London: Routledge.
  • Bardovi-Harlig, K. (2012). Multifunctionality. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 450-451). New York/London: Routledge.
  • Bardovi-Harlig, K. (2012). One-to-one principle. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 468-469). New York/London: Routledge.
  • Bardovi-Harlig, K. (2012). Pragmatic routines. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0930
  • Bardovi-Harlig, K. (2012). Tense and aspect. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal1195
  • Pedagogical Publications

    • Bardovi-Harlig, K., & Mossman, S. (in press). Corpus-based materials development for teaching and learning pragmatic routines. In B. Tomlinson (Ed.) SLA Research and Materials Development for Language Learning. Taylor and Francis.
    • Bardovi-Harlig, K., Mossman, S., & Vellenga, H.E. (2015). Developing corpus-based materials to teach pragmatic routines. TESOL Journal, 6, 499-526. doi: 10.1002/tesj.177
    • Bardovi-Harlig, K. (2011). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In N. R. Houck & D. H. Tatsuki (Eds.), Pragmatics: Teaching natural conversation (pp. 7-22). New York: TESOL.
    • Bardovi-Harlig, K., & Nickels, E. L. (2011). No thanks, I’m full: Raising awareness of expressions of gratitude and formulaic language. In N. R. Houck & D. H. Tatsuki (Eds.) Pragmatics: Teaching natural conversation (pp. 23-40). New York: TESOL.
    • Félix-Brasdefer, J. C., & Bardovi-Harlig, K. (2010). “I’m sorry. Can I think about it?” The negotiation of refusals in academic and non-academic contexts. In D. H. Tatsuki & N. R. Houck (Eds.), Pragmatics: Teaching speech acts (pp. 163-180). New York: TESOL.
    • Bardovi-Harlig, K. (1997). Tense and aspect in (con)text. T. Miller (Ed.), Functional ¬approaches to written text: Classroom applications (pp. 186-200). Washington D.C.: United States Information Agency. Reprinted from T. Miller (Ed.), Grammar and discourse. The Journal of TESOL France, 3, 19-33.
    • Bardovi-Harlig, K. (1996). Pragmatics and Language Teaching: Bringing Pragmatics and Pedagogy Together. In L. F. Bouton (Ed.), Pragmatics and Language Learning, (Vol. 7, pp. 21-39). University of Illinois, Urbana-Champaign: Division of English as an International Language.
    • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1996). Developing pragmatic awareness: Closing the conversation. In T. Hedge & N. Whitney (Eds.) Power, Pedagogy, and Practice (pp. 324-337). Oxford: Oxford University Press. [Reprint from 1991 ELT article, see below]
    • Bardovi-Harlig, K. (1994). Viewing the student as a learner: Two perspectives for language teacher education. In D. C. S. Li, & D. Mahoney, J. Richards, (Eds.), Teacher Education in Second Language Teaching (pp. 71-83). Hong Kong: City Polytechnic of Hong Kong.
    • Bardovi-Harlig, K. (1993). Enhancing teacher-education through student-selected readings. In D. Freeman (Ed.), New Ways in Teacher Education, (pp. 6-9). New York: TESOL.
    • Bardovi-Harlig, K. (1992). Pragmatics as a part of teacher education. TESOL Journal, 1 (3), 28-32.
    • Faculty and Student Publications

      • Bardovi-Harlig, K., & Mossman, S. (in press). Corpus-based materials development for teaching and learning pragmatic routines. In B. Tomlinson (Ed.) SLA Research and Materials Development for Language Learning. Taylor and Francis.
      • Bardovi-Harlig, K., Mossman, S., & Vellenga, H.E. (2015). Developing corpus-based materials to teach pragmatic routines. TESOL Journal, 6 , 499-526. doi: 10.1002/tesj.177
      • Bardovi-Harlig, K., & Bastos, M.-T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics 8 , 347–384.
      • Bardovi-Harlig, K., & Nickels, E. L. (2011). No thanks, I’m full: Raising awareness of expressions of gratitude and formulaic language. In N. R. Houck & D. H. Tatsuki (Eds.) Pragmatics: Teaching natural conversation (pp. 23-40). New York: TESOL.
      • Bardovi-Harlig, K., Bastos, M.-T., Burghardt, B., Chappetto, E., Nickels, E., & Rose, M. (2010). The use of conventional expressions and utterance length in L2 pragmatics. In G. Kasper, H. t. Nguyen, D. R. Yoshimi, & J. K. Yoshioka (Eds.), Pragmatics and language learning (Vol. 12) (pp. 163-186). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
      • Bardovi-Harlig, K., Nickels, E., & Rose, M. (2008). The influence of first language and level of development in the use of conventional expressions of thanking, apologizing, and refusing. In M. Bowles, R. Foote, S. Perpiñán, & R. Bhatt (Eds.) Selected proceedings of the 2007 Second Language Research Forum (pp. 113-130). Somerville, MA: Cascadilla Proceedings Project. (also available: http://www.lingref.com/cpp/slrf/2007/index.html)
      • Bardovi-Harlig, K., & Griffin, R. (2005). L2 Pragmatic Awareness: Evidence from the ESL Classroom. System, 33, 401-415.
      • Bardovi-Harlig, K., & Salsbury, T. (2004). The organization of turns in the disagreements of L2 learners: A longitudinal perspective. In D. Boxer & A. D. Cohen (Eds.) Studying speaking to inform second language learning (pp. 199-227). Clevedon: Multilingual Matters.
      • Salsbury, T., & Bardovi-Harlig, K. (2001). “I know your mean, but I don’t think so” Disagreements in L2 English. In L. Bouton (Ed.) Pragmatics and language learning (Vol. 10) (pp. 131-151). Urbana-Champaign: University of Illinois, Division of English as an International Language.
      • Salsbury, T., & Bardovi-Harlig, K. (2000). Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 second language research forum (pp. 57-76). Somerville: Cascadilla Press.
      • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1996). Developing pragmatic awareness: Closing the conversation. In T. Hedge & N. Whitney (Eds.) Power, Pedagogy, and Practice (pp. 324-337). Oxford: Oxford University Press. [Reprint from 1991 ELT article, see below]
      • Bardovi-Harlig, K., & Bergström, A. (1996). The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and French (FL). Canadian Modern Language Review, 52, 308-330.
      • Bardovi-Harlig, K., & Reynolds, D. W. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107-131.>
      • Bardovi-Harlig, K. (1994). Viewing the student as a learner: Two perspectives for language teacher education. In D. C. S. Li, & D. Mahoney, J. Richards, (Eds.), Teacher Education in Second Language Teaching (pp. 71-83). Hong Kong: City Polytechnic of Hong Kong.
      • Bardovi-Harlig, K. (1993). Enhancing teacher-education through student-selected readings. In D. Freeman (Ed.), New Ways in Teacher Education, (pp. 6-9). New York: TESOL.
      • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45, 4-15

      Service to the Field

      • American Association of Applied Linguistics (AAAL) Leadership, 2005-09
      • Editor, Language Learning 2002-05
      • SSLA Editorial Board
      • National Foreign Language Resource Center (NFLRC) University of Hawaii 1994-06

      Courses Taught

      • Models of Second Language Acquisition
      • Second Language Research Design
      • Current Research in SLA
      • Seminar in SLA
      • Interlanguage Pragmatics Seminar
      • Discourse Analysis
      • Classroom-Based Research

The learning of second and foreign languages is a rich and fascinating process involving linguistic, psychological, cultural, and social dimensions. The Indiana University Department of Second Language Studies is dedicated to teaching and research on the structure, acquisition, and use of nonnative language in both instructed and contact contexts.