References
[1]. Abraham, L. B., & Williams, L. (2009a). “Analyzing and
exploring electronic discourse”. In L. B. Abraham & L.
Williams (Eds.), Electronic discourse in language learning
and language teaching, Amsterdam: John Benjamins, pp.
1-8.
[2]. Abraham, L. B., & Williams, L. (2009b). “The discussion
forum as a component of a technology-enhanced
Integrated Performance Assessment”. In L. B. Abraham & L.
Williams (Eds.), Electronic discourse in language learning
and language teaching, Amsterdam: John Benjamins,(pp.
319-343.
[3]. Bachman, L. (1990). Fundamental considerations in
language testing. Oxford: Oxford University Press.
[4]. Bachman, L., & Palmer, A. (1996). Language testing in
practice. Oxford: Oxford University Press.
[5]. Bardovi-Harlig, K., & Dörnyei, Z. (1998). “Do language
learners recognize pragmatic violations? Pragmatic vs.
grammatical awareness in instructed L2 learning”. TESOL
Quarterly, Vol. 32(2), pp.233-259.
[6]. Bardovi-Harlig, K., & Griffin, R. (2005). “L2 pragmatic
awareness: Evidence from the ESL classroom”. System,
Vol.33(3), pp.401-415.
[7]. Basharina, O. (2009). “Student agency and languagelearning
processes and outcomes in international online
environments”. CALICO Journal, Vol.26, pp.390-412.
[8]. Bialystok, E. (1993). “Symbolic representation and
attentional control in pragmatic competence”. In G.
Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics,.
New York: Oxford University Press, pp.43-59.
[9]. Canale, M. (1983). “From communicative competence to communicative language pedagogy”. In C. Richards &
R. W. Schmidt (Eds.), Language and communication,
London: Longman, pp. 2-27.
[10]. Canale, M., & Swain, M. (1980). “Theoretical bases of
communicative approaches to second language
teaching and testing”. Applied Linguistics, Vol. 1, pp.1-47.
[11]. Celce-Murcia, M., Dörnyei, Z., Thurrell, S. (1995).
“Communicative competence: A pedagogically
motivated model with content specifications”. Issues in
Applied Linguistics, Vol. 2, pp.5-35.
[12]. Hanna, B., & de Nooy, J. (2003). A funny thing
happened to me on the way to the forum: Electronic
discussion and foreign language learning. Language
Learning & Technology, Vol. 7, pp. 71-85.
[13]. Hinkel, E. (1997). “Appropriateness of advice: DCT and
multiple choice data”. Applied Linguistics, Vol. 18(1), pp. 1-
26.
[14]. Hymes, D. (1972). On communicative competence.
In J. B. Pride & J. Holmes (Eds.), Sociolinguistics,
Harmondsworth, Middlesex: Penguin Education, pp. 269-
93.
[15]. Kasper, G. (2001). Four perspectives on L2 pragmatic
development. Applied Linguistics, Vol. 22, pp. 502–530.
[16]. Kasper, G., & Rose, K. (2001). Introduction. In K. Rose &
G. Kasper (Eds.), Pragmatics in language teaching,
Cambridge: Cambridge University Press, pp. 1–9.
[17]. Kern, R. (2006). “Perspectives on technology and
learning and teaching languages”. TESOL Quarterly, Vol.
40, pp.183-210.
[18]. Leech, G. (1983). Principles of pragmatics. London:
Longman.
[19]. Liaw, M. (2006). “E-learning and the development of
intercultural competence”. Language Learning &
Technology, Vol. 10, pp. 49-64.
[20]. McBride, K. (2009). “Podcasts and second language
learning: Promoting listening comprehension and
intercultural competence”. In L. B. Abraham & L. Williams
(Eds.) Electronic discourse in language learning and
language teaching, Amsterdam: John Benjamins, pp.
153-167.
[21]. McCarty, S. (2005). “Spoken Internet to go:
Popularization through podcasting”. The JALT CALL Journal,
Vol 1, pp. 67-74.
[22]. Mohammad Bagheri, M. (2011). The status of
pragmatic awareness and instruction among Iranian EFL
teachers and students. Unpublished MA thesis, Allameh
Tabataba'i University, Iran.
[23]. Montero, B., Watts, F., & García-Carbonell, A. (2007).
Discussion forum interactions: Text and context, System, Vol.
35, pp.566-582.
[24]. Negueruela-Azarola, E. (2009). Blogs in Spanish
beyond the classroom: Sociocultural opportunities for
second language development. In L. B. Abraham & L.
Williams (Eds.) Electronic discourse in language learning
and language teaching, Amsterdam: John Benjamins, pp.
241-259.
[25]. Rose, K. R. (1999). “Teachers and students learning
about request in Hong Kong”. In E. Hinkel (Ed.), Culture in
second language teaching and learning,. Cambridge:
Cambridge University Press, pp. 167-180.
[26]. Rossell-Aguilar, F. (2007). “Top of the pods – In search
of a podcasting “Podagogy'' for language learning”.
Computer Assisted Language Learning, Vol. 20, pp. 471-
492.
[27]. Röver, C. (2006). “Validation of a Web-based test of
ESL pragmalinguistics”. Language Testing, Vol. 23(2),
229–256.
[28]. Salaberry, R. (2001). “The use of technology for
second language learning and teaching: A retrospective”.
Modern Language Journal, Vol. 84, pp. 537-554.
[29]. Schauer, G. (2006). “Pragmatic awareness in ESL and
EFL contexts: Contrast and development”. Language
Learning, Vol. 56(2), pp. 269-318.
[30]. Sengupta, S. (2001). “Exchanging ideas with peers in
network-based classrooms: An aid or a pain?”. Language
Learning & Technology, Vol. 5, pp. 103-134.
[31]. Sze, P. M. (2006). “Developing students' listening and
speaking skills through ELT podcasts”. Education Journal,
Vol. 34, pp. 115-134.
[32]. Tajeddin, Z., & Pirhoseinloo, M. (2012). “Production of
apologies in English: Variation by L2 proficiency and apology situations”. Journal of Teaching English Language
and Literature Society of Iran, Vol. 6(2), pp. 129-160.
[33]. Taguchi, N. (2009). “Pragmatic competence in
Japanese as a second language: An introduction”. In N
Taguchi (Ed.), Pragmatic Competence, Berlin: Mouton de
Gruyter, (pp. 1-18).
[34]. Thomas, J. (1983). “Cross-cultural pragmatic failure”.
Applied Linguistics, Vol. 4(2), pp.91-112.
[35]. Thorne, S. (2003). “Artifacts and cultures-of-use in
intercultural communication”. Language Learning &
Technology, Vol. 7, pp. 38-67.
[36]. Van Deusen-Scholl, N., Frei, C., & Dixon, E. (2005).
“Co-constructing learning: The dynamic nature of foreign language pedagogy in a CMC environment”. CALICO
Journal, Vol. 22, pp. 657–678.
[37]. Warschauer, M. (1999). Electronic literacies:
Language, culture, and power in online education.
Mahwah, NJ: Erlbaum.
[38]. Warschauer, M., & Grimes, D. (2007). “Audience,
authorship, and artifact: The emergent semiotics of Web
2.0”. Annual Review of Applied Linguistics, Vol. 27, pp. 1-23.
[39]. Whitworth, K, F. (2009). “The discussion forum as a
locus for developing L2 pragmatic awareness”. In L. B.
Abraham & L. Williams (Eds.) Electronic discourse in
language learning and language teaching, Amsterdam:
John Benjamins, pp. 291-317.
