Kathleen Bardovi-Harlig
Datos Biográficos
| ID | 959200 |
|---|---|
| NOMBRE | Kathleen Bardovi-Harlig |
| NOMBRES | Kathleen |
| APELLIDO | Bardovi-Harlig |
| FIRMA | BARDOVI-HARLIG K |
| AFILIACIONES | Indiana University |
| ORCID | 0000-0003-4058-9318 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 45 |
| TOTAL DE CITAS | 235 |
| TOTAL COMO AUTOR | 45 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1987 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Replication in L2 pragmatics
This paper examines replication research in pragmatics. The paper has three goals: to understand how replication has been used in pragmatics, to explore how replication research can enrich research in pragmatics and language learning, and to offer some suggestions for replication projects in L2 pragmatics. The paper examines sets of original and replicated studies in both L1 and L2 pragmatics to understand the range of research that has been cond…
Regional pragmatic variation in the use of conventional expressions at three Spanish-speaking sites
Playing along
Pragmatics as a Pedagogical Target
Pragmatics is the study of language use. It encompasses how speakers say what to whom in a given speech community. The teaching of pragmatics involves helping language learners learn what to say in situations (sociopragmatics) and how to say it (pragmalinguistics) as well as what not to say. Different languages, cultures, and speech communities often have different pragmatics, which creates the need to learn pragmatics along with other aspects of…
Tense and Aspect
The study of “tense and aspect” includes three distinct but related concepts, tense , grammatical aspect , and lexical aspect . In nonspecialist and pedagogical literature, they are often conflated under the term tense . Tense locates an event or situation on the time line. Grammatical aspect provides a means of expressing one's view of a situation or event. Both tense and grammatical aspect refer to categories of verbal morphology. In contrast, …
Pragmatic Routines
Pragmatic routines, a general term for formulaic language in pragmatics, cover both conventional expressions that are linked to specific linguistic and nonlinguistic contexts and pragmatic routines , used narrowly in the literature to describe expressions that are associated with speech acts. Conventional expressions include Nice to meet you , in response to an introduction, and Thanks, you too! as a reciprocal wish in response to Have a good day…
Recognition of conventional expressions by EFL learners in Mexico and China
The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect
This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the tea…
The Aspect Hypothesis and the Acquisition of L2 Past Morphology in the Last 20 Years
Twenty years ago, a state-of-the-art review in SSLA marked the coming of age of the study of temporality in second language acquisition. This was followed by three monographs on tense and aspect the next year. This article presents a state-of-the-scholarship review of the last 20 years of research addressing the aspect hypothesis (AH) (Andersen, 1991, 2002; Andersen & Shirai, 1994, 1996), the most tested hypothesis in L2 temporality research. The…
Invitations as request-for-service mitigators in academic discourse
Matching modality in L2 pragmatics research design
Beyond steady-state models of ultimate attainment
Preview this article: Beyond steady-state models of ultimate attainment, Page 1 of 1 /docserver/preview/fulltext/lab.00002.bar-1.gif
Unconventional Expressions
This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for statistical induction of abstract grammatical categories, such that formulaic language is the data source…
Disinvitations
Awareness of meaning of conventional expressions in second-language pragmatics
This study explores L2 learners’ awareness of meaning of L2 conventional expressions and the effect of form-meaning associations on the use of the expressions in L2 pragmatics. Definitions and examples were elicited through an aural Vocabulary Knowledge Scale modified for expressions. Elicited definitions were used to explore the meanings that learners assign to conventional expressions and learners’ examples were used to investigate the use to w…
Operationalizing conversation in studies of instructional effect in L2 pragmatics
Developing L2 Pragmatics
This article positions research on the acquisition of pragmatics as an inquiry in the greater field of second language acquisition research. Viewing pragmatics from this intersection, I consider five areas of research that are of interest in both fields and have the potential to make significant contributions to second language pragmatics research. They are: the design and evaluation of pragmatics tasks as simulations of conversation; task design…
Pragmatic Routines
Have you ever noticed that there are certain times in certain situations where almost everyone says the same thing? Listen to people leaving a party and you may hear them saying to the host, “Thanks for inviting me” or “Thanks for having me.”
Tense and Aspect
The term “tense and aspect” actually includes three terms, tense , grammatical aspect , and lexical aspect .
The effect of instruction on conventional expressions in L2 pragmatics
Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics
This study investigates the contribution of proficiency, length of stay, and intensity of interaction to the recognition and use of conventional expressions in L2 pragmatics by host-environment learners of English. An aural recognition task and an oral production task targeting conventional expressions were completed by 122 learners and 49 native speakers of American English via two computer-delivered tasks: The aural recognition task consisted o…
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Introduction to the Special Issue on Themes in SLA Research
Interlanguage Development
The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatica…
L2 pragmatic awareness
Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning
Kathleen Bardovi-Harlig, , Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning, TESOL Quarterly, Vol. 32, No. 2 (Summer, 1998), pp. 233-262
Exploring the Interlanguage of Interlanguage Pragmatics
G. Kasper and R. Schmidt (1996) have argued that the field of investigation known as interlanguage pragmatics has been essentially modelled on cross-cultural pragmatics. Taking Kasper and Schmidt's argument one step further, this article shows how interlanguage itself has been ignored in research on interlanguage pragmatics. Research has not established that pragmatic competence is independent of grammatical competence. Although grammatical compe…
Congruence in Native and Nonnative Conversations
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challeng…
Developing L2 Pragmatics
This article positions research on the acquisition of pragmatics as an inquiry in the greater field of second language acquisition research. Viewing pragmatics from this intersection, I consider five areas of research that are of interest in both fields and have the potential to make significant contributions to second language pragmatics research. They are: the design and evaluation of pragmatics tasks as simulations of conversation; task design…
L2 pragmatic awareness
Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics
This study investigates the contribution of proficiency, length of stay, and intensity of interaction to the recognition and use of conventional expressions in L2 pragmatics by host-environment learners of English. An aural recognition task and an oral production task targeting conventional expressions were completed by 122 learners and 49 native speakers of American English via two computer-delivered tasks: The aural recognition task consisted o…
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Closing the conversation
This article provides evidence that institutional conversations differ from natural conversations, even in their closings, an aspect of structure which they share. Utilizing 31 academic advising session interviews, we contrast felicitous closings by both native and highly proficient nonnative speakers with infelicitous closings by nonnatives. We show that the closings of these interviews cannot be reopened in the ways described by Schegloff and S…
Markedness and Salience in Second-Language Acquisition
This paper examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language. Acquisition data from 95 college-age learners show unequivocally that preposition stranding (the marked form) is acquired before preposition pied piping (the unmarked form). This apparent counterexample to the markedness hypothesis, which predicts tha…
The Role of Lexical Aspect in the Acquisition of Tense and Aspect
This article presents the results of a study investigating the acquisition of the simple past tense, identifies areas of difficulty, and presents an acquisitionally based approach to instruction for the problematic areas. The study, a cross-sectional investigation of 182 adult learners of English as a second language at six levels of proficiency, showed that the acquisition of the past tense in English is not a unitary phenomenon, but that it pro…
A Second Look at T-Unit Analysis
I Although originally designed to assess syntactic development in written work of children learning their first language, T unit has been widely used in second language research and is particularly useful for oral production (see, for example, Beebe, 1983; Gaies, 1980; Larsen-Freeman, 1983). A variety of measures of complexity have been based on T unit, e.g., words per T unit, words per error-free T unit, and clauses per T unit (Gaies, 1980; Hunt…
Matching modality in L2 pragmatics research design
The effect of instruction on conventional expressions in L2 pragmatics
Reverse-Order Reports and the Acquisition of Tense
This article presents the results of a longitudinal study of the expression of temporality in interlanguage that followed 16 adult learners of English as a second language for an average period of 10 months. It focuses on these learners' presentation of a specific rhetorical device, the reverse-order report, showing how these learners used tense contrast and time adverbials to produce such reports, and how the emergence of these reports related t…
Unconventional Expressions
This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for statistical induction of abstract grammatical categories, such that formulaic language is the data source…
Operationalizing conversation in studies of instructional effect in L2 pragmatics
The Language of Comembership
Regional pragmatic variation in the use of conventional expressions at three Spanish-speaking sites
Playing along
Invitations as request-for-service mitigators in academic discourse
Recognition of conventional expressions by EFL learners in Mexico and China
The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect
This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the tea…
Disinvitations
Another Piece of the Puzzle
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to underst…
Chapter One
Early Studies of Verbal Morphology , p.4The Morpheme Order Studies, p.4Phonetic Constraints, p.6Investigating the Expression of Temporality, p.10Methods of Research and Analysis, p.14Overview of the Book, p.16
Markedness and Salience in Second-Language Acquisition
This paper examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language. Acquisition data from 95 college-age learners show unequivocally that preposition stranding (the marked form) is acquired before preposition pied piping (the unmarked form). This apparent counterexample to the markedness hypothesis, which predicts tha…
Congruence in Native and Nonnative Conversations
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challeng…
Closing the conversation
This article provides evidence that institutional conversations differ from natural conversations, even in their closings, an aspect of structure which they share. Utilizing 31 academic advising session interviews, we contrast felicitous closings by both native and highly proficient nonnative speakers with infelicitous closings by nonnatives. We show that the closings of these interviews cannot be reopened in the ways described by Schegloff and S…
A Second Look at T-Unit Analysis
I Although originally designed to assess syntactic development in written work of children learning their first language, T unit has been widely used in second language research and is particularly useful for oral production (see, for example, Beebe, 1983; Gaies, 1980; Larsen-Freeman, 1983). A variety of measures of complexity have been based on T unit, e.g., words per T unit, words per error-free T unit, and clauses per T unit (Gaies, 1980; Hunt…
Learning the Rules of Academic Talk
This paper is a longitudinal study of the acquisition of pragmatic competence. Advanced adult nonnative speakers of English were taped in advising sessions over the course of a semester. Two speech acts, suggestions and rejections, were analyzed according to their frequency, form, and successfulness and compared with similar data gathered for native speakers. The nonnative speakers showed change toward the native speaker norms in their ability to…
The Language of Comembership
Reverse-Order Reports and the Acquisition of Tense
This article presents the results of a longitudinal study of the expression of temporality in interlanguage that followed 16 adult learners of English as a second language for an average period of 10 months. It focuses on these learners' presentation of a specific rhetorical device, the reverse-order report, showing how these learners used tense contrast and time adverbials to produce such reports, and how the emergence of these reports related t…
The Role of Lexical Aspect in the Acquisition of Tense and Aspect
This article presents the results of a study investigating the acquisition of the simple past tense, identifies areas of difficulty, and presents an acquisitionally based approach to instruction for the problematic areas. The study, a cross-sectional investigation of 182 adult learners of English as a second language at six levels of proficiency, showed that the acquisition of the past tense in English is not a unitary phenomenon, but that it pro…
Assessing Grammatical Development in Interactional Contexts
The TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Authors' addresses are printed with these reports to enable interested readers to contact the authors for more details
Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning
Kathleen Bardovi-Harlig, , Do Language Learners Recognize Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2 Learning, TESOL Quarterly, Vol. 32, No. 2 (Summer, 1998), pp. 233-262
Beyond Methods
Exploring the Interlanguage of Interlanguage Pragmatics
G. Kasper and R. Schmidt (1996) have argued that the field of investigation known as interlanguage pragmatics has been essentially modelled on cross-cultural pragmatics. Taking Kasper and Schmidt's argument one step further, this article shows how interlanguage itself has been ignored in research on interlanguage pragmatics. Research has not established that pragmatic competence is independent of grammatical competence. Although grammatical compe…
Chapter Seven
Meaning-Oriented Studies, p.414Acquisitional Sequences, p.418Aspect Studies, p.423Discourse Studies, p.430The Influence of Instruction, p.432Concluding Remarks, p.435
Chapter Six
Experimental Studies of the Effect of Instruction, p.341An Observational Study of the Effect of Instruction, p.352Method, p.353Results, p.373The Effect of Instruction, p.392A Comparison of Instructed and Uninstructed Learners, p.395Chapter Summary, p.404
Chapter Three
Tense-Aspect Morphology in European Languages, p.96Tense-Aspect Morphology Related to Past in English, p.104The Acquisition of Tense-Aspect Morphology, p.111Longitudinal Studies of the Acquisition of Tense-Aspect Morphology, p.114Cross-Sectional Studies of the Acquisition of Tense-Aspect Morphology, p.120A Study of the Emergence of Tense-Aspect Morphology Related to Past in English, p.126Method, p.127Analysis and Results, p.138Comparing Meaning-O…
Chapter Five
The Interlanguage Discourse Hypothesis, p.277Narrative Analysis, p.279Studies of L2 Temporality and Narrative Structure, p.285A Cross-Sectional Study of Tense-Aspect in L2 Narratives, p.292Comparing Theoretical Frameworks, p.299Empirical Evidence in Support of the Discourse and Aspect Hypotheses, p.304Integrating the Analyses, p.312Other Discourse Contexts, p.317Conversational and Elicited Narratives, p.332Personal and Impersonal Narratives: The …
Chapter Four
The Aspect Hypothesis, p.192In Primary Language Acquisition, p.193In Second Language Acquisition, p.195Grammatical and Lexical Aspect, p.205Investigations of the Aspect Hypothesis in Second Language Acquisition, p.227The Spread of Perfective Past, p.228The Spread of Imperfective Past, p.234The Spread of Progressive, p.237Overgeneralization of Progressive in States, p.238Sample Study: The Distribution of Verbal Morphology in Learner Narratives, p.…
Chapter Two
Expressing Temporality, p.22Pragmatic Means for Expressing Temporality, p.25Lexical Means for Expressing Temporality, p.36Comprehension of Verbal Morphology, p.43Limitations of Lexical Expression, p.44Morphological Means for Expressing Temporality, p.45Multiple Means for Expressing Temporality: Two Examples, p.48Study 1: Adverbials and the Acquisition of Simple Past Morphology, p.49Study 2: Adverbials and Morphology in Reverse-Order Reports, p.63…
Chapter One
Early Studies of Verbal Morphology , p.4The Morpheme Order Studies, p.4Phonetic Constraints, p.6Investigating the Expression of Temporality, p.10Methods of Research and Analysis, p.14Overview of the Book, p.16
Another Piece of the Puzzle
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to underst…
L2 pragmatic awareness
Introduction to the Special Issue on Themes in SLA Research
Interlanguage Development
The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatica…
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics
This study investigates the contribution of proficiency, length of stay, and intensity of interaction to the recognition and use of conventional expressions in L2 pragmatics by host-environment learners of English. An aural recognition task and an oral production task targeting conventional expressions were completed by 122 learners and 49 native speakers of American English via two computer-delivered tasks: The aural recognition task consisted o…
Linguistics (39 obras) · Psychology (36 obras) · Computer Science (24 obras) · EFL/ESL Teaching and Learning (24 obras) · Philosophy (22 obras) · Discourse Analysis in Language Studies (16 obras) · Language, Discourse, Communication Strategies (16 obras) · Second Language Acquisition and Learning (15 obras) · Pragmatics (12 obras) · Mathematics education (11 obras)