Hacia una perspectiva multimodal para evaluar pragmáticaun estudio basado en quejas y respuestas a quejas

Bibliographic References

• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
• Bachman, L. F., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford: Oxford University Press.
• Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49(4), 677-713. https://doi.org/10.1111/0023-8333.00105
• Bardovi-Harlig, K. (2017). Acquisition in L2 pragmatics. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of instructed second language acquisition (pp. 224-245). London: Routledge.
• Beltrán-Palanques, V. (2016). Complaint sequences across proficiency levels: the contribution of pragmatics and multimodality. Unpublished doctoral dissertation, Universitat Jaume I, Castelló.
• Beltrán-Palanques, V. (2019). Multimodal pragmatics in FL interactions: The case of complaints and responses to complaints. In Härmä, J., Lenk, H. E. H. & Sanromán, B. (Eds.), Studies in comparative pragmatics (pp. 179-198). Newcastle upon Tyne: Cambridge Scholar Publishing.
• Beltrán-Palanques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80-90. https://doi.org/10.1016/j.system.2018.01.008
• Brown, P., & Levinson, S. (1987). Politeness: Some universals in language use. Cambridge: Cambridge University Press.
• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-48. https://doi.org/10.1093/applin/I.1.1
• Carter, R., & Adolphs, S. (2007). Linking the verbal and visual: New directions for corpus linguistics. In O. Mason & A. Gerbig (Eds.), Language in context: Papers in honour of Michael Stubbs (pp. 131-147). Tübingen: University of Tübingen Press.
• Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. Alcón & M. P. Safont (Eds.), Intercultural language use and language learning (pp. 41-57). Dordrecht: Springer.
• Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). A pedagogical framework for communicative competence: A Pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2): 5-35.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Cohen, A. D. (2010). Approaches to assessing pragmatic ability. In N. Ishihara & A. D. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 264-285). London: Longman.
• Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Retrieved from https://rm.coe.int/16802fc1bf
• Council of Europe (2018). Common European framework of reference for languages: Learning, teaching, assessment companion volume with new descriptors. Retrieved from https://rm.coe.int/cefr-companion-volumewith-new-descriptors-2018/1680787989
• Crystal, D. (2008). A dictionary of linguistics and phonetics. (6th edition) Oxford: Blackwell Publishing.
• Cunningham, J. (2017). Second language pragmatic appropriateness in telecollaboration: The influence of discourse management and grammaticality. System, 64, 46-57. https://doi.org/10.1016/j.system.2016.12.006
• Drew, P., & Couper-Kuhlen, E. (Eds.). (2014). Requesting in social interaction. Amsterdam: John Benjamins.
• Drew, P., & Walker, T. (2009). Going too far: Complaining, escalating and disaffiliation. Journal of Pragmatics, 41(12), 2400-2414. https://doi.org/10.1016/j.pragma.2008.09.046
• Ekman, P. (1976). Movements with precise meaning. Journal of Communication, 26(3), 14-26. https://doi.org/10.1111/j.1460-2466.1976.tb01898.x
• Ekman, P., & Friesen, W. V. (1969). The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica, 1, 49-98. https://doi.org/10.1515/semi.1969.1.1.49
• Galaczi, E. D. (2014). Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests? Applied Linguistics, 35(5), 553-574. https://doi.org/10.1093/applin/amt017
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. New York: Palgrave MacMillan.
• Gass, S. M. & Houck, N. (1999). Interlanguage refusals: A cross-cultural study of Japanese-English. Berlin: Mouton de Gruyter.
• Geluykens, R., & Kraft, B. (2008). The use(fulness) of corpus research in crosscultural pragmatics: Complaining in intercultural service encounters. In J. Romero-Trillo (Ed.), Pragmatics and corpus linguistics: A mutualistic entente (pp. 93-118). Berlin: Mouton de Gruyter.
• Goodwin. C. (1994). Notes on story structure and the organization of participation. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 225-246). Cambridge: Cambridge University Press.
• Goodwin, M. H., & Cekaite, A. (2014). Orchestrating directive trajectories in communicative projects in family interaction. In P. Drew & E. CouperKuhlen (Eds.), Requesting in social interaction (pp. 185-214). Amsterdam: John Benjamins.
• Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
• Huang, L. (2017). Issues on multimodal corpus of Chinese speech acts: A case in multimodal pragmatics. Digital Scholarship in the Humanities, 33(2), 316-326. https://doi.org/10.1093/llc/fqx040
• Hymes, D. (1972). On communicative competence. In J. B. Pride & Janet Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth: Penguin.
• Ishida, M. (2011). Engaging in another person’s telling as a recipient in L2 Japanese: Development of interactional competence during one-year study abroad. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 45-85). Honolulu, HI: University of Hawai’i, National Foreign Language Resource Centre.
• Ishihara, N. (2010). Assessment of pragmatics in the classroom. In N. Ishihara & A. D. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 286-317). London: Pearson Education Limited.
• Jewitt, C. (2014). An introduction to multimodality. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 15-43). 2nd edition. London: Routledge.
• Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. London: Routledge.
• Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Laforest, M. (2002). Scenes of family life: Complaining in everyday conversation. Journal of Pragmatics, 34(10-11), 1595-1620. https://doi.org/10.1016/S0378-2166(02)00077-2
• Leech, G. (1983). Principles of pragmatics. London: Routledge.
• Li, X. (2014). Multimodality, interaction and turn-taking in Mandarin conversation. Amsterdam: John Benjamins.
• Marmaridou, S. (2011). Pragmalinguistics and sociopragmatics. In W. Bublitz& N. R. Norrick (Eds.), Foundations of pragmatics (pp. 77-106). Berlin: de Gruyter Mouton.
• McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago & London: The University of Chicago.
• Mey, J. (2001). Pragmatics: An introduction. 2nd edition. Oxford: Blackwell Publishing.
• Mondada, L. (2014). Requesting immediate action in the surgical operating room. Time, embodied resources and praxeological embeddedness. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in social interaction (pp. 269-302). Amsterdam: John Benjamins.
• O’Halloran, K., Tan, S., & M. K. L., E. (2014). Multimodal pragmatics. In K. P. Schneider & A. Barron (Eds.), Pragmatics of discourse (pp. 239-268). Berlin: Mouton de Gruyter.
• Querol-Julián, M. (2011). Evaluation in discussion sessions of conference paper presentations. A multimodal approach. Saarbrücken: LAP Lambert Academic Publishing GmbH & Co.KG.
• Querol-Julián, M., & Arteaga-Martínez, B. (2019). Silence and engagement in the multimodal genre of synchronous videoconferencing lectures. The case of Didactics in Mathematics. In C. Sancho (Ed.), Engagement in professional genres: Deference and disclosure (pp. 298-319). Amsterdam: John Benjamins.
• Romero-Trillo, J. (Ed.). (2012). Pragmatics and prosody in English language teaching. Dordrecht: Springer.
• Rossi, G. (2014). When do people not use language to make requests. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in social interaction (pp. 303-334). Amsterdam: John Benjamins.
• Sivenkova, M. (2010). Appropriateness in interpersonal communication. In S. K. Tanskanen, M. L. Helasvuo, M. Johansson & M. Raitaniemi (Eds.), Discourses in interaction (pp. 239-262). Amsterdam: John Benjamins.
• Sorjonen, M. L., & Raevaara, L. (2014). On the grammatical form of requests at the convenience store. Requesting as embodied action. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in social interaction (pp. 243-268). Amsterdam: John Benjamins.
• Stam, G. (2018). Gesture and speaking a second language. In R. Alonso (Ed.), Speaking in a second language (pp. 49-67). Amsterdam: John Benjamins.
• Taguchi, N. (2006). Analysis of appropriateness in a speech act of request in L2 English. Pragmatics, 16(4), 513-533.
• Taguchi, N. (2009). Pragmatic competence in Japanese as a second language: An introduction. In N. Taguchi (Ed.), Pragmatic competence (pp. 1-18). Berlin: Mouton de Gruyter.
• Taguchi, N. (2012) Context, individual differences and pragmatic competence. Clevedon: Multilingual Matters.
• Taguchi, N. (2013). Refusals in L2 English: Proficiency effects on appropriateness and fluency. In P. Salazar & O. Martí (Eds.), Refusals in instructional contexts and beyond (pp. 101-119). Amsterdam: Rodopi.
• Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91-112. https://doi.org/10.1093/applin/4.2.91
• Trosborg, A. (1995). Interlanguage pragmatics. Requests, complaints and apologies. Berlin: Mouton de Gruyter
• van Compernolle, R. A. (2014). Sociocultural theory and L2 instructional pragmatics. Bristol: Multilingual Matters.
• Young, R. (2011). Interactional competence in language learning, teaching, and testing. In E. Hinkel (Ed.), Handbook of research in language learning and teaching (pp. 426-443). New York: Routledge