Abe, M., & Roever, C. (2019). Interactional competence in L2 text-chat interactions: First-idea
proffering in task openings. Journal of Pragmatics, 144, 1–14.
Abe, M., & Roever, C. (2020). Task closings in L2 text-chat interactions: A study of L2
interactional competence. CALICO Journal, 37, 23–45.
Alcón-Soler, E. (2018). Effects of task-supported language teaching on learning how to mitigate
email requests. In Taguchi, N., & Kim, Y. (Eds.), Task-based approaches to teaching and assessing pragmatics. John Benjamins.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford
University Press.
Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University
Press.
Balteiro, I. (2018). English pragmatic markers in Spanish football chatspeak. Journal of
Pragmatics, 133, 123-133. https://doi.org/10.1016/j.pragma.2018.03.011.
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic
violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 232–262.
Birjandi, P., & Derakhshan, A. (2014). Pragmatic comprehension of apology, request and
refusal: An investigation on the effect of consciousness-raising video-driven prompts. Applied Research on English Language, 3(1), 67-86.
Birjandi, P., & Soleimani, M. M. (2013). Assessing Language Learners’ Knowledge of Speech
Acts: A Test Validation Study. Issues in Language Teaching, 2(1), 1-26.
Blum-Kulka, S., & Scheffer, H. (1993). The metapragmatic discourse of American-Israeli
families at dinner. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 196-223). Oxford: OUP.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1 (1), 1-47.
Cunningham, D. J. (2016). Request modification in synchronous computer-mediated
communication: The role of focused instruction. The Modern Language Journal, 100(2), 484-507.
Derakhshan, A. (2014). The effect of consciousness-raising video-driven prompts on the
comprehension of implicatures and speech acts (Unpublished doctoral dissertation). Allameh Tabataba’i University.
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, 42(1), 75–94.
Derakhshan, A., & Eslami Rasekh, Z. (2020). The effect of metapragmatic awareness, interactive
translation, and discussion through video-enhanced input on EFL learners’ comprehension of implicature. Applied Research on English Language, 9(1), 25–52.
Derakhshan, A., & Eslami, Z. (2015). The effect of consciousness-raising instruction on the
comprehension of apology & request. TESL-EJ, 18(4).
Derakhshan, A., & Shakki, F. (2020). The effect of dynamic and non-dynamic assessment on the
comprehension of Iranian intermediate EFL learners’ speech acts of apology and request. Language Related Research, 11(4), 605–637.
Derakhshan, A., & Shakki, F. (2020a). The effect of implicit vs. explicit metapragmatic
instruction on the Iranian intermediate EFL learners’ pragmatic comprehension of apology and refusal. Journal of Language Research, 12(37), 151–175.
Derakhshan, A., & Shakki, F. (2021). A meta-analytic study of instructed second language
pragmatics: A case of the speech act of request. Journal of Research in Applied Linguistics, 12(1), 15–32. https://doi.org/10.22055/RALS.2021.16722.
Eslami, Z. R., & Liu, C. N. (2013). Learning pragmatics through computer-mediated
communication in Taiwan. Iranian Journal of Society, Culture & Language, 1(1), 52-73.
González-Lloret, M. (2022). Technology-mediated tasks for the development of L2 pragmatics.
Language Teaching Research. https://doi.org/10.1177/13621688211064930
Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic
development: A meta-analysis. Language Learning & Language Teaching, 13(10), 1-27. doi:10.1075/lllt.13.10jeo
Kim, E. Y. A., & Brown, L. (2014). Negotiating pragmatic competence in computer mediated
communication: The case of Korean address terms. CALICO Journal, 31, 264–284.
Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2
Chinese. Language Learning, 62, 403–438.
Martínez-Flor, A. M., Fernández-Guerra, A. F., & Usó-Juan, E. U. (Eds.). (2003). Pragmatic
competence and foreign language teaching. Castellón de la Plana: Publicacions de la Universitat Jaume.
Plonsky, L., & Kim, Y. (2016). Task-Based Learner Production: A Substantive and
Methodological Review. Annual Review of Applied Linguistics, 36, 73-97. doi:10.1017/S0267190516000015
Reagan, D., & Payant, C. (2018). Manipulating task implementation variables with incipient
Spanish language learners: A classroom-based study. Language Teaching Research, 22, 169 - 188.
Rubio-Fernandez, P. (2020). Pragmatic markers: the missing link between language and Theory
of Mind. Synthese, 199(1-2), 1125-1158.
Shafee Nahrkhalaji, S. (2013). The effect of different types of instruction and feedback on the
development of pragmatic proficiency: The case of pragmatic markers. Research in English Language Pedagogy, 1(1), 72–83.
Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing
pragmatics. John Benjamins Publishing Company.
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.
Zand-Moghadam, A., & Adeh, A. (2014). Investigating pragmatic competence, metapragmatic
awareness, and speech act strategies among Turkmen-Persian bilingual and Persian monolingual EFL learners: A cross-cultural study. Journal of Intercultural Communication Research, 49(1), 22-40.
Language Related Research