Investigating the Effects of Individual Differences in the Speech Act of Apology in Institutional Discourse

Afghari, A. (2007). A sociopragmatic study of apology speech act realization patterns in Persian. Speech Communication, 49 (3), 177-185. 

Bardovi-Harlig, K. (2003). Understanding the role of grammar in the acquisition of L2 pragmatics. In A. Martı´nez Flor, E. Uso´ Juan, & A. Ferna´ndez Guerra (Eds.), Pragmatic competence and foreign language teaching (pp. 25–44). Castello´ de la Plana: Publicacions de la Universitat Jaume I.

Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262.

Bardovi-Harlig, K., & Hartford, B.S. (1993). Learning the rules of academic talk. A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 15, 279-304.

Bardovi-Harlig, K., & Hartford B. S. (1996). Input in institutional setting. Studies in Second Language Acquisition, 18, 171-188.

Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Bayat, N. (2013). A study on the use of speech acts. Procedia - Social and Behavioral Sciences, 70, 213 – 221.

Beeman, W. O. (2001). Emotion and sincerity in Persian discourse: Accomplishing the representation of inner states. International Journal of the Sociology of Language, 148, 31-57.

 Bergman, M. L., & Kasper, G. (1993). Perception and performance in native and nonnative apology. In G. Kasper, & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 82-107). New York, NY: Oxford University Press.

Billmyer, K., & Varghese, M. (2000). Investigating instrument-based pragmatical variability: Effects of enhancing discourse completion tasks. Applied Linguistics, 21(4), 517-552.

 Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.

Boxer, D. (2002). Discourse issues in cross-cultural pragmatics. Annual Review of Applied Linguistics, 22, 150-167.

Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267.

Cohen, A. D. (2010). Strategies for learning and performing speech acts. In N. Ishihara and A. D. Cohen (Eds.). Teaching and learning pragmatics: Where language and culture meet (pp. 227-243). Harlow, Essex, England: Longman / Pearson Education.

Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL learners. TESOL Quarterly, 27(1), 33-56.

 Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58 (1), 38-49.

Dadkhah Tehrani, M., Rezaei, O., Dezhara, S., & Kafrani, R.S. (2012). Apology strategies of Iranian undergraduate students. English language Teaching, 5(2), Retrieved from: www.ccsenet.org/elt.

Ellis, R. (2005). Planning and task-based performance: Theory and research. Amsterdam: John Benjamins Publishing Company.

Ellis, R. (2008). The Study of second language acquisition. Oxford: Oxford University Press.

Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59–84.  

Eslami-Rasekh, Z. (2004). Face-keeping strategies in reaction to complaints: English and Persian. Journal of Asian Pacific Communication, 14,181-197.

Haji Maibodi, A. (2016).Assessing the impact of individual differences on the interlanguage pragmatics of the Iranian EFL learner in institutional discourse. Unpublished PhD dissertation. Tehran, Iran: Science and Research Branch.

Haji Maibodi, A., & Fazilatfar, A. M. (2015). Theimpact of individual differences on the interlanguage pragmatics of Iranian EFL learners in institutional discourse. Issues in Language Teaching (ILT), 4(1), 99-129.

Haji Maibodi, A., Fazilatfar, A.M., & Allami, H. (2016). Exploring subjectivity in verbal reports of Iranian EFL learners in institutional discourse. International Journal of Applied Linguistics & English Literature, 5(5), 252-263.

Holmes, J. (1995). Women, men and politeness.  New York and London: Taylor & Francis.

Izadi, A. (2015). Persian honorifics and im/politeness as social practice. Journal of Pragmatics, 85, 81-91.  

Kasper, G. (1998). Interlanguage pragmatics. In H. Byrnes (Ed.), Learning foreign and second Languages: Perspectives in research and scholarship (pp.183-208). New York: The Modern Language Association of America.

Kasper, G., & Rose, K. (2002). The role of instruction in learning second language pragmatics. Language Learning, 52, 237–73.

Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-169.  

Karimnia, A., & Afghari, A. (2012). On apologizing in Persian: A socio-cultural inquiry. Retrieved from: hrcak.srce.hr/file/140129.

Kecskes, I. (2007). Formulaic language in English lingua franca. In I. Kecskes & L. Horn (Eds.), Explorations in pragmatics: Linguistic, cognitive and intercultural aspects (pp. 191– 219). Berlin: Mouton de Gruyter.

Kecskes, I. (2015). How does pragmatic competence develop in bilinguals? International Journal of Multilingualism, 1-16.   

Kim, D, K. (2001). A Descriptive Analysis of Korean and English Apologies with Implications for Interlanguage Pragmatics. PhD Dissertation, University of Florida.

Kuriscak, L. (2010). The effect of individual-level variables on speech act performance. In A. Martínez-Flor & E. Usó-Juan (Eds.), Speech act performance: Theoretical, empirical and methodological issues, (pp. 23-39). Amsterdam: John Benjamins Publishing Company.

Larsen-Freeman, D. (2006). The Emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590–619.

Maeshiba, N., Yoshinaga, N., Kasper, G., & Ross, S. (1996). Transfer and proficiency in interlanguage apologizing. In S. Gass, & J. Neu (Eds.), Speech acts across cultures (pp.155–187). Berlin: Mouton de Gruyter

McNamara, T. (1997). What do we mean by social identity? Competing frameworks, competing discourses. TESOL Quarterly, 31, 561–7.

Pienemann, M. (1998). Language processing and second language development. Amsterdam/ Philadelphia: John Benjamins Publishing Company.

Sabaté i Dalmau, M., & Curell i Gotor, H. (2007).From “sorry very much” to “I’m ever so sorry”: Acquisitional patterns in L2 apologies by Catalan learners of English. Intercultural Pragmatics, 4(2), 287-315.

Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.

Shariati, M., & Chamani, F. (2010). Apology strategies in Persian. Journal of Pragmatics, 42, 1689–1699.

 Sharifian, F. (2013). Cultural conceptualizations in learning English as an L2: Examples from Persian-speaking learners. Iranian Journal of Language Teaching Research, 1 (1), 90-116.

Taguchi, N. (2006). Analysis of appropriateness in a speech act of request in L2 English. Pragmatics, 16, 513-535.

Taguchi, N. (2011). Do proficiency and study-abroad experience affect speech act production? Analysis of appropriateness, accuracy, and fluency. International Review of Applied Linguistics, 49, 265-293.

Takahashi, S. (2005). Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics. System, 33, 437-461.  

Trosborg, A. (1995). Interlanguage pragmatics: Requests, complaints and apologies. Berlin/New York: Mouton de Gruyter.

Wierzbicka, A. (1985). Different cultures, different languages, different speech acts. Journal of Pragmatics, 9, 145–178.  

Woodfield, H. & Economidou-Kogetsidis, M. (2010). ‘I just need more time’: A study of native and non-native requests to faculty for an extension. Multilingua, 29 (1), 77-118.