Pragmatics projects with students

• Bardovi-Harlig, K., Mossman, S., Rothgerber, J., & Su, Y., & Swanson, K. (in press). Revisiting clarifications: Self- and other-clarifications in corpus-based pragmatics instruction. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York: Routledge.
• Bardovi-Harlig, K., Mossman, S., & Su, Y. (in press, 2019). Integrating instructed second language acquisition research, pragmatics, and corpus-based instruction in an intensive English program. In R. M. DeKeyser & G. P. Botana (Eds). Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability (pp. 55-81). Amsterdam: John Benjamins.
• Bardovi-Harlig, K., & Su, Y. (2018). The acquisition of conventional expressions as a pragmalinguistic resource in Chinese as a foreign language. Modern Language Journal, 102, 732–757.
• Bardovi-Harlig, K., Mossman, S., & Su, Y. (2017). The effect of corpus-based instruction on pragmatic routines. Language Learning & Technology, 21, 76-103.
• Bardovi-Harlig, K., & Mossman, S. (2016). Corpus-based materials development for teaching and learning pragmatic routines. In B. Tomlinson (Ed.) SLA research and materials development for language learning (pp. 250-267). New York: Taylor and Francis.
• Bardovi-Harlig, K., Mossman, S., & Vellenga, H. E. (2015a). The effect of instruction on pragmatic routines in academic discussion. Language Teaching Research, 19, 324-350.
• Bardovi-Harlig, K., Mossman, S., & Vellenga, H.E. (2015b). Developing corpus-based materials to teach pragmatic routines. TESOL Journal, 6, 499-526.

 

Pragmatics projects with SLS colleagues

• 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). [https://ijlt.ir/journal/images/PDF/421-2014-4-1.pdf] [now the International Journal of Language Testing]
• Bardovi-Harlig, K., & Vellenga, H. E. (2012). The effect of instruction on conventional expressions in L2 pragmatics. System, 40, 77-89.
• 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.

 

Pragmatics Volumes and Books

• Bardovi-Harlig, K., & Félix-Brasdefer, J. C., (Eds.) (2016). Pragmatics and Language Learning (Vol.14). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
• Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.) (2006). Pragmatics and Language Learning (Vol.11). Honolulu: 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. https://americanenglish.state.gov/search/solr/pragmatics (search “teaching pragmatics”); https://www.usconsulate.org.hk/pas/kids/pragmatics.htm