Ahmadi, A., Ghafar, S., & Yazdanimoghaddam, M. (2011). Teaching requestive downgraders in L2: How effective are input-based and output-based tasks? Iranian Journal of Applied Linguistics, 14(2), 1-30.
Azizpour, S., & Alavinia, P. (2021). The impact of focus on form and focus on forms instruction on grammar acquisition of the subjunctive by Iranian advanced EFL learners. Teaching English Language Journal 15(1), 215-249.
Alcon, E. (2015). Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62-74.
Badjadi, N. (2016). A meta-analysis of the effects of instructional tasks on L2 pragmatics comprehension and production. In S. F. Tang & L. Logonnathan (Eds.), Assessment for learning within and beyond the classroom (pp. 241-268). Springer.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge University Press.
Brown, J. (2001). Pragmatics tests: Different purposes, different tests. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 301-327). Cambridge University Press.
Birjandi, P., & Soleimani, M. (2013). Assessing language learners’ knowledge of speech acts: A test validation study. Issues in Language Teaching, 2(1), 1-26.
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Ablex.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Pre-emptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
Eslami-Rasekh, Z. (1992). A cross cultural comparison of the requestive speech act realization patterns in Persian and American English. Unpublished doctoral dissertation, University of Illinois, USA.
Eslami-Rasekh, Z., Mirzaei, A., & Dini, S. (2015). The role of asynchronous computer mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48(1), 99–111.
Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL Learners’ use of epistemic stance. Applied Linguistics 35(1), 6–28.
Ghafar-Samar, A., & Ahmadi, H., (2014). Teaching requestive downgraders in L2: How effective are written vs. oral output-based tasks? Procedia, 98(6), 532-541.
Halenko, N., & Jones, C. (2017). Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment. System, 68(1), 26-37.
Hernandez, T. A., & Boero, P. (2018). Explicit instruction for request strategy development during short-term study abroad. Journal of Spanish Language Teaching, 1-15.
Jeon, E., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In J. Norris (Ed.), Synthesizing research on language learning and teaching (pp. 165-208). John Benjamins.
Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Language Learning, 52(1), 1-352.
Kim, Y., & Taguchi, N. (2015). Promoting task-based pragmatics instruction in EFL classroom context: The role of task complexity. Modern Language Journal 99(4), 656–677.
Li, S. (2012). The effect of input-based practice on pragmatic development in L2 Chinese. Language Learning, 62(4) 403-438.
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. De Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). John Benjamins.
Long, M. (2000). Focus on form in task-based language teaching. In R. Lambert, & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of Ronald Walton. John Benjamins.
Long, M. (2015). Second language acquisition and task-based language teaching. Blackwell.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge University Publication.
Martinez-Flor, A., & Fukuya, Y. (2005). The effects of instruction on learners’ production of appropriate and accurate requests. System, 33(4), 463-480.
Nassaji, H. (2016). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 49(1), 35-62.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(4), 417-528.
Ortega, L., & Iberri-Shea, G. (2005). Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26-45.
Plonsky, L., & Zhuang, J. (2019). A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of SLA and pragmatics (pp. 287-307). Routledge.
Rafieyan, V. (2016). Effect of ‘focus on form’ versus ‘focus on forms’ pragmatic instruction on development of pragmatic comprehension and production. Journal of Education and Practice, 7(20), 41-48.
Rajabia, S., Azizifara, A., & Gowhary, H. (2015). The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Procedia, 199(3), 231-239.
Roever, C. (2001). A test of interlanguage pragmatic knowledge: Speech acts, routines and implicatures. Unpublished doctoral dissertation, University of Hawaii, USA.
Sadeqi, H., & Ghaemi, H. (2016). The effect of employing explicit pragmatics awarness-raising instruction on advanced EFL learner’s use of politeness strategy of request via emails. Modern Journal of Language Teaching Methods, 6(1), 62-80.
Salehi, M. (2011). The effect of explicit versus implicit instruction: A case for apology and request speech acts. International Conference on Languages, Literature and Linguistics IPEDR, 26, 467-470.
Shakki, F., Naeini, J., Mazandarani, O., & Derakhshan, A. (2020). Instructed second language pragmatics in the Iranian context. Journal of Teaching Language Skills, 39(1), 201-252.
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. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press.
Tajeddin, Z., & Hosseinpur, R., (2014). The impact of deductive, inductive, and L1-based consciousness-raising tasks on EFL learners' acquisition of the request speech act. The Journal of Teaching Language Skills, 6(1), 73-92.
Takahashi, S. (1995). Pragmatic transferability of L1 indirect request strategies perceived by Japanese learners of English. Unpublished doctoral dissertation, University of Hawaii, USA.
Takahashi, S. (2010). The effect of pragmatic instruction on speech act performance. In A. Martínez-Flor & E. Use-Juan. (Eds.), Speech act performance: Theoretical, empirical and methodological issues (pp. 127–144). John Benjamins.
Takimoto, M. (2006). The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614.
Takimoto, M. (2008). The effects of various kinds of form-focused instruction on learners’ ability to comprehend and produce polite requests in English. TESL Canada Journal 26(1), pp. 31-51.
Takimoto, M. (2009). Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics, 41(5), pp. 1029-1046.
Takimoto, M. (2014). Evaluating the effects of input-based approaches to the teaching of pragmalinguistics and sociopragmatics in second language pragmatics: A case of English request hedges. Journal of Language Learning 1(1), pp. 1-16.
Trosborg, A. (1995). Interlanguage pragmatics: Requests, complaints and apologies. Mouton.
Van Compernolle, R. (2014). Sociocultural theory and instructed L2 pragmatics. Multilingual Matters.
Woodfield, H. (2008). Interlanguage requests: A contrastive study. In M. Puetz & J. Aertselaer (Eds.), Developing contrastive pragmatics: Interlanguage and cross-cultural perspectives (pp. 231-264). Mouton.
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), 277-308.