Ager, D. (1986). Help levels in CALL materials. In Cameron, K. C., Dodd, W. S., & Rahtz, S. P. Q. (Eds.), Computers and Modern Language Studies. Ellis Horwood Ltd. Retrieved from https://dl.acm.org/doi/abs/10.5555/17451.17463
Ajabshir, Z. F. (2014). The effect of implicit and explicit types of feedback on learners’ pragmatic development. Proceedings of the International Conference on Current Trends in ELT. Procedia - Social and Behavioral Sciences, Elsevier, 98, pp. 463 – 471. Retrieved from https://doi.org/10.1016/j.sbspro.2014.03.441.
Al Abbad, A., Al Mansur, N., & Ypsilandis, G. S. (2019). Persuasive strategies in academic female Saudi application letter writing. Rhetoric and Communications E-Journal, 40. Retrieved from http://journal.rhetoric.bg/?page_id=2357.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language acquisition: Looking at and through the diary studies. In Selinger, H. W. & Long, M. H. (Eds.), Classroom Oriented Research in Second Language Acquisition (pp. 67-103). Rowley, MA: Newbury House.
Bardovi-Harlig, K. & Hartford, B. S. (1990). Congruence in native and non-native conversations: Status balance in the academic advising session. Language Learning, 40, 467–501. Retrieved from https://doi.org/10.1111/j.1467-1770.1990.tb00603.x.
Bardovi-Harlig, K. & Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15, 279–304. Retrieved from https://doi.org/10.1017/S0272263100012122.
Bardovi-Harlig, K., & Dörnyei, Z. (1993). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quaterly, 32(2). Retrieved from https://doi.org/10.2307/3587583.
Böttger, H., Ickinger, L., Költzsch, D., & Ypsilandis, G. S. (2021). German surface and deep rhetorical strategies: A case study. In Illie, C. (Ed.), Hybrid Dialogues: Transcending binary thinking and moving away from societal polarisations. International Journal of Cross-Cultural Studies and Environmental Communication, 9(2), 30-52.
Blum-Kulka, S. & Olhstain, E. (1986). Too many words: Length of utterance and pragmatic failure. Studies in Second Language Acquisition, 8, 165-180. Retrieved from https://doi.org/10.1017/S0272263100006069.
Cook, V. J. (1991). The poverty of the stimulus argument and multicompetence. Second Language Research, 7(2), 103-117. Retrieved from https://doi.org/10.1177/026765839100700203.
Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Δενδρινού, B. Βήκας, K., Μαρμαρίδου, Σ., Ουζούνης, Α., Τριανταφύλλου, Τ. (1987). TASKway-2. Οργανισμός Εκδόσεων Διδακτικών Βιβλίων.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. Retrieved from https://doi.org/10.1111/1467-9922.00156.
Eslami, Z. & Derakhshan, A. (2020). Promoting advantageous ways for teachers and learners to deal with corrective feedback. Language Teaching Research Quarterly, 19, 48–65. Retrieved from https://files.eric.ed.gov/fulltext/EJ1269455.pdf.
Farnia, M., Ypsilandis, G. S., & Ghasempour, B. (2019). Intracultural Iranian persuasion: The case of scholarship application letters. Journal of Intercultural Communication, 51.
Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?). Modern Language Journal, 13, 46-62. Retrieved from https://doi.org/10.1016/j.jslw.2004.04.005.
Ghosn, C. & Bilge, B. (2020). Identity interaction on social networks: The case of young French people of Turkish origin. In Vanghelescu, V. (Ed.), International Journal of Cross-Cultural Studies and Environmental Communication, 2. Retrieved from https://www.ceeol.com/search/article-detail?id=983902.
Giles, H. (1973). Accent mobility: A model and some data. Anthropological Linguistics, 15, 87–109. Retrieved from https://www.jstor.org/stable/30029508.
Gray, J. (2010). The construction of English: Culture, consumerism and promotion in the ELT global coursebook. Palgrave Macmillan. DOI: 10.1057/9780230283084.
Grice, H. P. (1975). Logic and conversation. In Cole, P. & Morgan, J. L. (Eds.), Syntax and Semantics Speech Acts, Vol. 3, Speech Acts. New York: Academic Press. Retrieved from https://doi.org/10.1163/9789004368811_003.
Guerini, M., Stock, O., & Zancanaro, M. (2004). Persuasive strategies and rhetorical relation selection. In Proceedings of the ECAI Workshop on Computational Models of Natural Argument. Retrieved from https://www.researchgate.net/profile/Massimo-Zancanaro/publication/247167600.
Hafez, F. & Memari, M. (2022). The effect of corrective feedbacks on Iranian EFL learners’ interlanguage pragmatics development. Research Square. Retrieved from https://doi.org/10.21203/rs.3.rs-2310087/v1.
Hardin, K. (2010). Trying to persuade: Speech acts in the persuasive discourse of intermediate Spanish learners. In McElhanon, K. A. & Ger Reesink, A. (Eds.), A mosaic of languages and cultures (pp. 155-179). Cambridge: Cambridge University Press. Retrieved from https://pure.mpg.de/rest/items/item_1170586_1/component/file_1170585/content #page=177
Houck, N. R., Tatsuki, D. H., & Dantas-Whitney, M. (2011). Pragmatics: Teaching Natural Conversation. TESOL Press. Retrieved from http://tesl-ej.org/pdf/ej66/r3.pdf.
James, C., Scholfield, P. J., & Ypsilandis, G. S. (1992). Communication failures in persuasive writing: Towards a typology. Yearbook of English Studies, 3, 175-193.
James, C., Scholfield, P. J., & Ypsilandis, G. S. (1994). Cross-Cultural correspondence: Letters of application. World Englishes Journal, 13(3). Retrieved from http://pascalfrancis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3281645.
Joosten, A. M. (2016). Errors and their corrections. The NAMTA Journal, 41(3), 215-227. Retrieved from https://files.eric.ed.gov/fulltext/EJ1125304.pdf.
Kachru, B. B. (1981). The pragmatics of non-native varieties of English. In Smith, L. E. (Ed.), English for Cross-Cultural Communication. Macmillan Press. Retrieved from https://doi.org/10.1007/978-1-349-16572-8_2.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20. Retrieved from https://web.colby.edu/writerscenter/files/2022/08/Kaplan_CR_1965.pdf.
Kaplan, R. (1972). The anatomy of rhetoric: Prolegomena to a functional theory of rhetoric. Philadelphia, PA: Center for Curriculum Development. Retrieved from https://eric.ed.gov/?id=ED062849.
Khadawardi, H. A. (2021). The effect of implicit corrective feedback on English writing of international second language learners. English Language Teaching, 14(1), 123-123. Retrieved from https://files.eric.ed.gov/fulltext/EJ1282870.pdf.
Kobayashi, H. & Rinnert, C. (2012a). L1/L2/L3 writing development: Longitudinal case study of a Japanese multicompetent writer. Journal of Second Language Writing, 22, 4–33. Retrieved from https://doi.org/10.1016/j.jslw.2012.11.001.
Kobayashi, H. & Rinnert, C. (2012b). Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction. In Machón, R. M. (Ed.), L2 writing development: Multiple perspectives (pp. 101-134). Boston, MA: De Gruyter Mouton.
Kobayashi, H. & Rinnert, C. (2013). Second language writing: Is it a separate entity? Journal of Second Language Writing, 22, 442-443. Retrieved from http://dx.doi.org/10.1016/j.jslw.2013.08.008.
Kramsch, K. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372. Retrieved from https://doi.org/10.2307/326815.
Kramsch, K. (2003). Teaching language along the cultural faultline. In Lange, D. L. & Paige, R. M. (Eds.), Culture as the core: Perspectives on culture in second language learning. Information Age Publishing.
Lakoff, R. (1982). Persuasive discourse and ordinary conversation, with examples from advertising. In Tannen, D. (Ed.), Analyzing discourse: Text and talk (pp. 239-311). Washington DC: Georgetown University Press.
Lopriore, L. & Vettorel, P. (2015). Promoting awareness of Englishes and ELF in the English language classroom. In Bowles, H. & Cogo, A. (Eds.), International Perspectives on English as a Lingua Franca. International Perspectives on English Language Teaching. London: Palgrave Macmillan. Retrieved from https://doi.org/10.1057/9781137398093_2.
Ludwig, J. (1982). Native-speaker judgments of second-language learners’ efforts at communication: A review. Modern Language Journal, 66(3), 274-283. Retrieved from https://doi.org/10.2307/326629.
Mintz, J. & Aagaard, M. (2012). The application of persuasive technology to educational settings. Educational Technology Research and Development. Retrieved from https://doi.org/10.1007/s11423-012-9232-y.
Nguyen, T. T. M., Do, H. T., Pham, T. T., & Nguyen, A. T. (2017). The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight-month investigation. International Review of Applied Linguistics in Language Teaching. Retrieved from https://doi.org/10.1515/iral-2015-0059.
Nostrand, H. (1991). Basic intercultural education needs breadth and depth: The role of a second culture. In Silber, E. (Ed.), Critical issues in foreign language instruction. New York: Garland. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315056234-8/basicintercultural-education-needs-breadth-depth-role-second-culture-howard-leenostrand.
Psaltou-Joycey, A. & Ypsilandis, G. S. (2000). Contrastive discourse in Greek application letter writing. Proceedings of the 4th International Conference on Greek Linguistics (pp. 598-604).
Smith, L. E. (Eds.), English for Cross-Cultural Communication. London: Palgrave Macmillan. Kasper, G. (1992). Pragmatic transfer. Second Language Research, 8(3), 203-231. Retrieved from https://doi.org/10.1007/978-1-349-16572-8_10.
Riley, P. (1989). Well don’t blame me! On the interpretation of pragmatic errors. In Oleksy, W. (Ed.), Contrastive Pragmatics (pp. 231-249). John Benjamins. Retrieved from https://www.torrossa.com/en/resources/an/5002202#page=246.
Sarigul, E. & Ashton-Hay, S. (2005). Culture and English language teaching: Raising awareness. In Proceedings 9th International INGED (Turkish English Education Association) Conference. Ankara: New Horizons in ELT. Retrieved from https://eprints.qut.edu.au/12314/1/12314a.pdf.
Shi, Y. (2022). The effect of pragmatic failures in Chinese-English intercultural communication on English acquisition. Advances in Social Science, Education and Humanities Research, 673. DOI: 10.2991/assehr.k.220706.131.
Shirkhani, S. & Tajeddin, Z. (2017). Pragmatic corrective feedback in L2 classrooms: Investigating EFL teachers’ perceptions and instructional practices. Teaching English Language, 11(2), 25-56. Retrieved from https://www.teljournal.org/article_53182.html.
Simons, H. W. (1976). Persuasion: Understanding, Practice, and Analysis. Addison-Wesley Publishing Company. Retrieved from https://catalog.loc.gov/vwebv/search?searchCode=LCCN&searchArg=75009015&searchType=1&permalink=y.
Shin, H. (2019). A contrastive study on pragmatic failures of Korean and English emails regarding final grades of Korean university students. Journal of Language Sciences. Elsevier.
Schumann, F. M. & Schumann, J. H. (1977). Diary of a language learner: An introspective study of second language learning. In Brown, H. D., Yorio, C. A., & Crymes, R. H. (Eds.), On TESOL ‘77: Teaching and learning ESL: Trends in research and practice. Washington, DC: Teachers of English to speakers of other languages. Retrieved from https://files.eric.ed.gov/fulltext/ED187115.pdf#page=252.
Schulze, M., & Smith, B. (2015). In theory–We could be better. CALICO Journal, 32(1), i–vi. Retrieved from https://www.jstor.org/stable/calicojournal.32.1.i.
Tatsuki, D. H. (2010). Pragmatics: Teaching speech acts. TESOL Classroom Practice Series, 32(1). Retrieved from https://www.jstor.org/stable/calicojournal.32.1.i.
Yousefi, M. & Nassaji, H. (2019). A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer mediated instruction. International Journal of Applied Linguistics, 170(2), pp.277–308. Retrieved from https://www.jbeplatform.com/content/journals/17831490.
Yousefi, M. & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. The Electronic Journal for English as a Second Language, 25(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1302257.pdf.
Ypsilandis, G. S. (1994). Logomachia: Persuasive strategies in letters of application. In Douka-Kabitoglou, E. (Ed.), Logomachia: Forms of Opposition in English Language/Literature. University Studio Press.
Yuanmin, Z. & Gailin, L. (2017). A study of Chinese college students’ English pragmatic competence. Proceedings of the 2017 International Conference on Social science, Education and Humanities Research. Advances in Social Science, Education and Humanities Research, Vol. 152. Atlantic Press. DOI: 10.2991/icsehr-17.2017.16.
Vasilopoulou, A. E. & Ypsilandis, G. S. (forthcoming). Considering pragmalinguistic infelicities in persuasive writing: The case of Albanians writing in Greek.
Walqui, A. (2000). Contextual Factors in Second Language Acquisition. ERIC Clearinghouse on Languages and Linguistics Washington DC (Eric Digest). Retrieved from https://files.eric.ed.gov/fulltext/ED444381.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780203432341-18/ownership-english-widdowson.