1Kim. I. 2000. Relationship of onset age of ESL acquisition and extent of informal input of appropriateness and nativeness in performing four speech acts in English: A study of native Korean adult speakers of ESL [D]. Unpublished doctoral dissertation, New York University, New York.
2Anton, M. 1999. The discourse of a learner-centered classroom: Sociocultural perspectives on teacherlearner interaction in the L2 classroom [J]. The Modern Language Journal 83: 303-318.
3Bardovi-Harlig, K. & B. S. Hartford. 1996. Input in an institutional setting [J]. SSLA 18: 171-188.
4Bardovi-Harlig, K. & Z. Dornyei. 1998. Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning [J]. TESOL Quarterly 32: 233-262.
5Beebe, L. M., T. Takahashi & R. Uliss-Weltz. 1990.Pragmatic transfer in ESL refusals [A]. In R. C.Scarcella, E. S. Andersen & S. D. Krashen (eds.). Developing Communicative Competence in a Second Language [C]. New York: Newbury House.
6Blum-Kulka, S. 1992. Learning to say what you mean in a second language: A study of the speech act performance of learners of Hebrew as a second language [J]. Applied Linguistics 3: 29-59.
7Blum-Kulka, S. & E. Olshtain. 1996. Too many words: Length of utterance and pragmatic failure [J]. SSLA 8: 165-179.
8Bouton, L. F. 1994. Conversational implicature in a second language: Learned slowly when not deliberately taught [J]. Journal of Pragmatics 22: 157-167.
9Cohen, A. D. 1997. Developing pragmatic ability: Insights from the accelerated study of Japanese [A]. In H. M. Cook et al. (eds.). New Trends and Issues in Teaching Japanese Language and Culture [C].Honolulu: University of Hawai'i at Manoa. L2Teaching and Curriculum Center.
10Eisenstein, M. & J. W. Bodman. 1993. Expressing gratitude in American English [A]. In G. Kasper &S. Blum-Kulka ( eds. ). Interlanguage Pragmatics [C]. New York: OUP.