Measuring change in longitudinal research on pragmatic competence: A multinomial logistic model

Agresti A. (1984): Analysis of ordinal categorical data. Wiley, New York.Search in Google Scholar

Alcón-Soler E. (2015): Pragmatic learning and study abroad: Effects of instruction and length of stay. System 48: 62–74.10.1016/j.system.2014.09.005Search in Google Scholar

Bakinowska E. (2004). Analyzing experiments by generalised linear models. Biometrical Letters 41(2): 37–49Search in Google Scholar

Barron A. (2000): Acquiring ’different strokes’: A longitudinal study of the development of L2 pragmatic competence. German as a Foreign Language 2: 1–30.Search in Google Scholar

Barron A. (2003): Acquisition in interlanguage pragmatics. Learning how to do things with words in a study abroad context. John Benjamins, Amsterdam.10.1075/pbns.108Search in Google Scholar

Blum-Kulka S. (1987). Indirectness and politeness in requests: Same or different. J. of Pragmatics 11: 131–146.Search in Google Scholar

Blum-Kulka S., House J., Kasper G. (eds.) (1989): Cross-cultural pragmatics: Requests and apologies. Ablex, Norwood, NJ.Search in Google Scholar

Brown P., Levinson S. (1987): Politeness: Some universals in language use. Cambridge University Press, Cambridge.10.1017/CBO9780511813085Search in Google Scholar

Decoo W. (1996): The induction-deduction opposition: Ambiguities and complexities of the didactic reality. Int. Rev. of Applied Linguistics in Lg. Teaching 34: 95–118.Search in Google Scholar

Fraser B. (1990): Perspectives on politeness. J. of Pragmatics 14(2): 219–236.10.1016/0378-2166(90)90081-NSearch in Google Scholar

Ghavamnia M., Tavakoli M., Rezazadeh M. (2011): A comparative study of requests among L2 English, L1 Persian, and L1 English speakers. Revista Electrónica de Lingüística Aplicada 10: 105–123.Search in Google Scholar

Glaser K. (2014): Inductive or deductive? The impact of method of instruction on the acquisition of pragmatic competence in EFL. Cambridge Scholars Publishing, Newcastle upon Tyne.Search in Google Scholar

Gomez-Laich M.P. (2016): Second language learners’ divergence from target language pragmatic norms. Studies in 2nd LG. Learning and Teaching 6(2): 249–269.10.14746/ssllt.2016.6.2.4Search in Google Scholar

Hudson T. (2001): Indicators for pragmatic instruction: Some quantitative tools. In Rose K.R., Kasper G. (eds.), Pragmatics in language teaching, 283–300. Cambridge University Press, Cambridge.10.1017/CBO9781139524797.019Search in Google Scholar

Hudson T., Detmer E., Brown J.D. (1995): Developing prototypic measures of cross-cultural pragmatics. Second Language Teaching and Curriculum Center, University of Hawai’i, Manoa, HI.Search in Google Scholar

Jaworski A. (1994): Pragmatic failure in a second language: Greeting responses in English by Polish students. IRAL 1: 41–55.10.1515/iral.1994.32.1.41Search in Google Scholar

Kim Y., Taguchi N. (2015): Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Lg. J. 99(4): 656–677.10.1111/modl.12273Search in Google Scholar

Lewandowska-Tomaszczyk B. (1989): Praising and complimenting. In Oleksy W. (ed.), Contrastive pragmatics, 73–100. Benjamins, Amsterdam.10.1075/pbns.3.08lewSearch in Google Scholar

Li Q. (2016): Variations in developmental patterns across pragmatic features. Studies in 2nd Lg. Learning and Teaching 6(4): 587–617.Search in Google Scholar

Li S. (2014): The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System 45: 103–116.10.1016/j.system.2014.05.001Search in Google Scholar

Liu J. (2006): Measuring interlanguage pragmatic knowledge of EFL learners. Peter Lang, Frankfurt am Main.Search in Google Scholar

Liu J. (2007): Development of a pragmatics test for Chinese EFL learners. Lg. Testing 24 (3): 391–415.Search in Google Scholar

Mackey A., Gass S.M. (2016): Second language research methodology and design (2nd ed.). Rutledge, New York.Search in Google Scholar

Martínez-Flor A., Usó-Juan E. (2006): Learners’ use of request modifiers across two university ESP disciplines. Ibérica 12: 23–42.Search in Google Scholar

Matsumura S. (2001): Learning the rules for offering advice: A quantitative approach to second language socialization. Lg. Learning 51: 635–679.Search in Google Scholar

McCullagh P., Nelder J.A. (1989): Generalised linear models. Chapman and Hall, London.10.1007/978-1-4899-3242-6Search in Google Scholar

McCulloch Ch., Searle S.R. (2001): Generalised, linear, and mixed models. Wiley, New York.10.1002/9780470057339.vag009Search in Google Scholar

Ogiermann E., Saßenroth D. (2012): Statistics in contrastive pragmatics. In Ruiz de Zarobe L., Ruiz de Zarobe Y. (eds.), Speech acts and politeness across languages and cultures, 369–398. Peter Lang., Bern.Search in Google Scholar

R: A language and environment for statistical computing (Version 3.4.0) by R Core Team (2017). R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/Search in Google Scholar

Rue Y.-J., Zhang Qiao G. (2008): Request strategies: A comparative study in Mandarin Chinese and Korean. John Benjamins, Amsterdam.10.1075/pbns.177Search in Google Scholar

Scarcella R.C. (1983): Discourse accent in second language performance. In Gass S., Selinker L. (eds.), Language transfer in language learning, 306–326. Newbury House, Rowley, MA.Search in Google Scholar

Scarcella R.C. (1992): Interethnic conversation and second language acquisition: Discourse accent revisited. In Gass S., Selinker L. (eds.), Language transfer in language learning, 109–137. John Benjamins, Amsterdam.10.1075/lald.5.10scaSearch in Google Scholar

Schauer G. (2009): Interlanguage pragmatics development: The study abroad context. Continuum, London.Search in Google Scholar

Schenker Th. (2016): Syntactic complexity in a cross-cultural e-mail exchange. System 63, (December): 40–50.Search in Google Scholar

Szczepaniak-Kozak A. (2018): Interlanguage pragmatic competence: A longitudinal study of ‘pragmatic accent’ in learning EFL. Wydawnictwo UAM, Poznań.Search in Google Scholar

Taguchi N. (2007): Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly 41(2): 313–338.10.1002/j.1545-7249.2007.tb00061.xSearch in Google Scholar

Taguchi N. (2008): Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Lg. learning 58 (1): 33–71.10.1111/j.1467-9922.2007.00434.xSearch in Google Scholar

Taguchi N. (2010): Longitudinal studies in interlanguage pragmatics. In Trosborg A. (ed.), Handbook of pragmatics, vol. 7, 333–361. Mouton de Gruyter, Berlin.10.1515/9783110214444.2.333Search in Google Scholar

Taguchi N. (2011): Pragmatic development as a dynamic, complex process: General patterns and case histories. The Modern Lg. J. 95 (4): 605–627.10.1111/j.1540-4781.2011.01246.xSearch in Google Scholar

Takahashi S. (2001): Input enhancement in developing pragmatic competence. In Rose K.R., Kasper G. (eds.), Pragmatics in language teaching, 171–199. Cambridge University Press, Cambridge.10.1017/CBO9781139524797.014Search in Google Scholar

Takahashi S. (2015): The effects of learner profiles on pragmalinguistic awareness and learning. System 48 (February): 48–61.10.1016/j.system.2014.09.004Search in Google Scholar

Thomas J. (1995): Meaning in interaction. An introduction to pragmatics. Longman, London. 9Search in Google Scholar