References
Abdul Sattar, H. Q., & Farnia, M. (2014). A cross-cultural study of request speech act: Iraqi and Malay students. Applied Research on English Language, 3(2), 35-54.
Alco´n Soler, E. (2005). Does instruction work for learning pragmatics in the EFL context? System, 33, 417-435.
Allan, D. (2004). Oxford Placement Test. Oxford: Oxford University Press.
Alsuhaibani, Z. (2022). Developing EFL students’ pragmatic competence: The case of compliment responses. Language Teaching Research, 26(5), 847-866.
Bagherkazemi, M. (2014). Short-term and long-term impact of video-driven metapragmatic awareness raising on speech act production: A case of Iranian intermediate EFL learners. Journal of Language and Translation, 4(2), 25-36.
Blum-Kulka, S. (1991). Interlanguage pragmatics: The case of requests. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/ second language pedagogy research (pp. 255-272). Clevedon, UK: Multilingual Matters.
Brown, P. and Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
Chen, X., & Xia, J. (2023). Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners’ use of English subjunctive as a pragmatic mitigator. International Journal of Applied Linguistics.
Chen, M. H., Ye, S. X., He, J., & Yao, D. D. (2022). The Effect of Pragmatic Instruction on Developing Learners‟ Use of Request Modifiers in the EFL Context. World Journal of English Language, 12(8).
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press
Cross, D. (1991). A practical handbook of language teaching. UK: Dotesios.
Crystal, D. (1991). A dictionary of linguistics and phonetics. Cambridge, MA: Basil Blackwell.
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).
Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, 1-11.
Derakhshan, A., Doliński, D., Zhaleh, K., Enayat, M. J., & Fathi, J. (2022). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790.
Derakhshan, A., Malmir, A., Pawlak, M., & Wang, Y. (2023). The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. International Review of Applied Linguistics in Language Teaching, (0).
Duan, L., & Wannaruk, A. (2010). The effects of explicit and implicit instruction in English refusals. Chinese Journal of Applied Linguistics (Bimonthly), 33(3), 93-109.
Eslami, Z. R., Raeisi-Vanani, A., & Sarab, M. R. A. (2022). Variation patterns in interlanguage pragmatics: Apology Speech Act of EFL learners vs. American native speakers. Contrastive Pragmatics, 4(1), 27-63.
Farrokhi, F., & Atashian, S. (2012). The role of refusal instruction in pragmatic development. World Journal of Education, 2(4), 85-93. http://dx.doi.org/10.5430/wje.v2n4p85
Fathi, J., & Hejazi, S. Y. (2023). Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology, 1-15.
Fathi, J., Pawlak, M., Kruk, M., & Naderi, M. (2023a). Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment. Language Teaching Research, 13621688231182176.
Fathi, J., Zhang, L. J., & Arefian, M. H. (2023b). Testing a model of EFL teachers’ work engagement: The roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment. International Review of Applied Linguistics in Language Teaching, (0).
Ghavamnia, M., Eslami-Rasekh, A., & Dastjerdi, V. (2014). The effects of input-enhanced instruction on Iranian EFL learners' production of appropriate and accurate suggestions.
The Language Learning Journal, http://dx.doi.org/10.1080/09571736.2014.972431.
Glaser, K. (2013). The neglected combination: A case for explicit-inductive instruction in teaching pragmatics in ESL. TESL Canada Journal, 30(7), 150-163.
Glaser, K. (2016). News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence. Intercultural Pragmatics, 13(4), 529-561.
House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18, 225–252.
House, J., & Kádár, D. Z. (2023). Speech acts and interaction in second language pragmatics: A position paper. Language Teaching, 1-12.
Hymes, D. (1972). On communicative competence. In J.B. Pride and J. Holmes (Eds), Sociolinguistics, (pp. 269–293). Baltimore, MD: Penguin Books.
Kasper, G. 2001. Classroom research on interlanguage pragmatics. In K. Rose and G. Kasper (Eds), Pragmatics in Language Teaching, (pp. 33–60). Cambridge: Cambridge University Press.
Kasper, G., & Blum-Kulka, S. (1993). Interlanguage pragmatics: An introduction. In G. Kasper, and S. Blum-Kulka (Eds), Interlanguage Pragmatics, (pp. 3-17). New York: Oxford University Press.
Kasper, G., & Rose, K. (2002). Pragmatic Development in a Second Language. Oxford: Wiley-Blackwell.
Koike, D. A. (1989). Pragmatic competence and adult L2 acquisition: Speech acts in interlanguage. The Modern Language Journal, 73(3), 279-289.
Leech, G. N. (1983). Principles of pragmatics. Harlow, UK: Longman
LoCastro, V. (2003). An introduction to pragmatics: social action for language teachers. Michigan: Michigan Press.
Marcet, E., & Sasamoto, R. (2023). Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production. Intercultural Pragmatics, 20(4), 405-427.
McConachy, T. (2019). L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics, 151, 167-176.
McLaughlin, B. (1987a). Theories of second-language learning. London: Edward Arnold.
Qi, X., & Lai, C. (2017). The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70, 26-37.
Rose, K. R., & Ng, K. F. (2001). Inductive and deductive teaching of compliments and compliment responses. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145–169). Cambridge, UK: Cambridge University Press.
Schauer, G. A. (2022). Teaching L2 pragmatics to young learners: A review study. Applied Pragmatics, 4(2), 137-158.
Schmidt, R. W., & Richards, J. C. (1980). Speech acts and second language learning. Applied Linguistics, 1(2), 129-157.
Taguchi, N. (2008). Pragmatic comprehension in Japanese as a foreign language. Modern Language Journal, 92(4), 558–576.
Taguchi, N. (2015). Instructed pragmatics at a glance: where instructional studies were, are, and should be going. Language Teaching, 48(1), 1–50.
Taguchi, N., & Li, S. (2020). Contrastive pragmatics and second language (L2) pragmatics: Approaches to assessing L2 speech act production. Contrastive Pragmatics, 2(1), 1-23.
Taguchi, N., Hirschi, K., & Kang, O. (2022). Longitudinal L2 development in the prosodic marking of pragmatic meaning: Prosodic changes in L2 speech acts and individual factors. Studies in Second Language Acquisition, 44(3), 843-858.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. Rose and G. Kasper (Eds). Pragmatics in Language Teaching, (pp. 171–199). Cambridge: Cambridge University Press.
Takimoto, M. (2008). The effects of deductive and inductive instruction on the development of language learners’ pragmatic competence. The Modern Language Journal, 92(3), 369-386.
Van Dyke, A., & Acton, W. R. (2022). Spontaneous classroom engagement facilitating development of L2 pragmatic competence: A naturalistic study. Pedagogical Linguistics, 3(1), 1-28.
Xue, Y. (2021). Comprehension and Production of L2 Pragmatic Competence: A Review of L2 Pragmatic Development. British Journal of English Linguistics, 9(2), 1-11.
Zhang, L. J., Fathi, J., & Naderi, M. (2023). A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers. Journal of Multilingual and Multicultural Development, 1-19.
Zhang, L. J., Saeedian, A., & Fathi, J. (2022). Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development, 1-16.
)