Alcón-Soler, E. (2005). Does instruction work for learning pragmatics in the EFL context? System, 33(3), 417-435.
Alcón-Soler, E., & Guzmán, J. (2010). The effect of instruction on learners' Pragmatic Awareness: a Focus on Refusals. International Journal of English Studies, 10(1), 65-80.
Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4-15.
Bardovi-Harlig, K., & Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33(3), 401-415.
Bygate, M. (1996). Effects of task repetition: Appraising the development of second language learners. In Jane Willis & Dave Willis (eds.), Challenge and change in language teaching. Oxford: Heinemann.
Bygate, M., (1999b). Task as the context for the framing, re-framing and unframing of language. System 27, 33-48.
Bygate, M., (2001). Effects of task repetition on the structure and control of language. In: Bygate, M., Skehan, P., Swain, M. (Eds.), Task-based learning: Language teaching, learning, and assessment. Longman, London, pp. 23e48.
Beebe, L. M., & Takahashi, T. (1989). Sociolinguistic variation in face-threatening speech acts. In The dynamic interlanguage. Springer US.
Beebe, L., Takahashi, T., & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals. In R.C. Scarcella, E. Andersen, & S. D. Krashen (Eds.). Developing communicative competence in a second language. Cambridge, MA: Newbury House.  
Blum-Kulka, S. (1987). Indirectness and politeness in requests: Same or different? Journal of pragmatics, 11(2), 131-146.
Brown, P. & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
Chang, Y. F. (2009). How to say no: An analysis of cross-cultural difference and pragmatic transfer. Language Sciences, 31(4), 477-493.
Chang, Y. F. (2010). ‘I no say you say is boring’: the development of pragmatic competence in L2 apology. Language Sciences, 32(3), 408-424.
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301.
Cohen, A. D., & Shively, R. L. (2007). Acquisition of Requests and Apologies in Spanish and French: Impact of Study Abroad and Strategy‐Building Intervention. The Modern Language Journal, 91(2), 189-212.
Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In Doughty, C. J., & Long, M. H. (Eds.). The handbook of second language acquisition. Blackwell Publishing Ltd.
Dunleavy, K. N., Martin, M. M., Brann, M., Booth-Butterfield, M., Myers, S. A., & Weber, K. (2008). Student nagging behavior in the college classroom. Communication Education, 57(1), 1-19.
Ellis, R. (2005). Planning and task performance. In Ellis, R. (Ed). Planning and task performance in second language. John Benjamins Publishing.
Erbert, L. A., & Floyd, K. (2004). Affectionate expressions as face‐threatening acts: Receiver assessments. Communication studies, 55(2), 254-270. 
Eslami, Z. R. (2011). In their own voices: Reflections of native and nonnative English speaking TESOL graduate students on on-line pragmatic instruction to EFL learners. TESL-EJ: Teaching English as a second or foreign language, 15(2), 1-21.
Félix-Brasdefer, J. C. (2010). Data collection methods in speech act performance. In Martinez-Flor, A., & Usó-Juan, E. (Eds.). Speech act performance: theoretical, empirical and methodological issues.  John Benjamins Publishing.
García, C. (1989). Disagreeing and requesting by Americans and Venezuelans. Linguistics and Education, 1(3), 299-322.
Gass, S., Mackey, A., & Feldman, L. (2005). Task-based interactions in classrooms and laboratory settings. Language Learning, 55, 575-611.
Gass, S., Mackey, A., Fernandez, M., & Alvarez-Torres, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549-580.
Ghobadi, A., & Fahim, M. (2009). The effect of explicit teaching of English "thanking formulas" on Iranian EFL intermediate level students at English language institutes. System, 37(3), 526-537.
Goffman, Erving (1967). Interaction ritual: Essays on face to face behaviour. New York: Anchor Books.
Gu, X. (2011). The effect of explicit and implicit instructions of request strategies.  Intercultural Communication Studies, 20(1), 104-123.
Halenko, N., & Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System, 39(2), 240-250.
Holtgraves, T. (1997). Yes, but... positive politeness in conversation arguments. Journal of Language and Social Psychology, 16(2), 222-239. 
Jiang, X. (2006). Suggestions: What should ESL students know? System, 34 (1), 36-54.
Jeon, E., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In John Norris & Lourdes Ortega (Eds.). Synthesizing research on language learning and teaching. John Benjamins Publishing.
Kakava, C. (2002). Opposition in modern Greek discourse: Cultural and contextual constraints. Journal of Pragmatics 34, 1537–1568. 
Kim, Y. (2013). Promoting attention to form through task repetition in a Korean EFL context. In McDonough, K & Mackey, A. (Eds). Second language interaction in diverse educational contexts. John Benjamins Publishing.
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41(3), 829-840.
Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501.
Kreutel, K. (2007). "I'm not agree with you." ESL learners' expressions of disagreement. TESL-EJ: Teaching English as a second or foreign language, 11(3), 1-35.  
Kuo, S. H. (1994). Agreement and disagreement strategies in a radio conversation. Research on language and social interaction, 27(2), 95-121.
Leech, G. (1983). Principles of pragmatics. London: Longman.
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-250.
Malamed, L. (2010). Disagreement: How to disagree agreeably. In Martinez-Flor, A., & Usó-Juan, E. (Eds.). Speech act performance: theoretical, empirical and methodological issues. John Benjamins Publishing.
Mackey, A., Kanganas, A. P., & Oliver, R. (2007). Task familiarity and interactional feedback in child ESL classrooms. Tesol Quarterly, 41(2), 285-312.
Martinez-Flor, A., & Fukuya, Y. J. (2005). The effects of instruction on learners' production of appropriate and accurate suggestions. System, 33(3), 463-480. 
Martinez-Flor, A., & Alcón-Soler, E. (2007). Developing pragmatic awareness of suggestions in the EFL classroom: A focus on instructional effects. Canadian Journal of Applied Linguistics/Revue Canadienne De Linguistique Appliquee, 10(1), 47-76. 
Martinez-Flor, A., & Usó-Juan, E. (2010). Data collection methods in speech act performance. In Martinez-Flor, A., & Usó-Juan, E. (Eds.). Speech act performance: theoretical, empirical and methodological issues (Vol. 26). John Benjamins Publishing.
McLean, T. (2004). Giving students a fighting chance: Pragmatics in the language classroom. TESL Canada Journal/Revue TESL Du Canada, 21(2), 72-92.
Murray, N. (2010). Pragmatics, awareness raising, and the cooperative principle. ELT Journal, 64(3), 293-301.
Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics, 44(4), 416-434.
Patanasorn, C. (2010). Effects of procedural content and task repetition on accuracy and fluency in an EFL context. Unpublished doctoral dissertation, Northern Arizona University. 
Plonsky, L., & Oswald, F. L.G (2014). How Big Is “Big”? Interpreting Effect Sizes in L2 Research. Language Learning, 64(4), 878-912.
Plough, I. & Gass, S. (1993). Interlocutor and task familiarity: Effects on interactional structure.
In Graham Crookes & Susan Gass (eds.), Tasks and language learning: Integrating theory and practice. Clevedon, UK: Multilingual Matters.
Pomerantz, A. (1984).Agreeing and disagreeing with assessments: Some features of preferred / dispreferred turn shapes. In J.M. Atkinson & J. Heritage (Eds.) Structures of social action: Studies in conversation analysis. Cambridge: Cambridge University Press.
Olshtain, E., & Cohen, A. (1983). Apology: A speech act set. In N. Wolfson & E. Judd (Eds.). Sociolinguistics and language acquisition. 18-35. Rowley, MA: Newbury House Publishers, Inc. 
Rees-Miller, J. (2000). Power, severity and context in disagreement. Journal of Pragmatics 32(8), 1087–1111.
Robinson P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In Robinson, P. (ed.), Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399
Scott, S. (2002). Linguistic feature variation within disagreements: An empirical investigation. Text and Talk, 22(2), 301-328.
Sifianou, M. (2012). Disagreements, face and politeness. Journal of Pragmatics, 44(12), 1554-1564.
Sornig, K. (1977). Disagreement and contradiction as communicative acts. Journal of Pragmatics, 1(4), 347-373.
Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289-310.
Takimoto, M. (2009). Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency. Journal of Pragmatics, 41(5), 1029-1046.
Takimoto, M. (2012). Assessing the effects of identical task repetition and task-type repetition on learners' recognition and production of second language request downgraders. Intercultural Pragmatics, 9(1), 1-136. 
Tannen, D., & Kakava, C. (1992). Power and solidarity in Modern Greek conversation: Disagreeing to agree. Journal of Modern Greek Studies, 10(1), 11-34.
Tello Rueda, Y. (2006). Developing pragmatic competence in a foreign language. Colombian applied linguistics journal, 8, 169-182.
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112.
Trofimovich, P., & Gatbonton, E. (2006). Repetition and focus on form in L2 Spanish word processing: Implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
Vellenga, H. (2004). Learning pragmatics from ESL & EFL Textbooks: How likely? TESL EJ, 8 (2). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume8/ej30/ej30a3/.
Vásquez, C., & Sharpless, D. (2009). The role of pragmatics in the Master’s TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43 (1), 5-28.
Vasquez, C., & Fioramonte, A. (2011). Integrating pragmatics into the MA-TESL program: Perspectives from former students. TESL-EJ: Teaching English as a second or foreign language, 15(2), 1-22.
Walkinshaw, I. (2007). Power and disagreement insights into Japanese learners of English. RELC Journal, 38(3), 278-301.
Walkinshaw, I. (2009). Learning politeness: Disagreement in a second language (Vol. 24). Peter Lang.