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Kathleen Bardovi-Harlig
Indiana University
Citations
2835
H-index
29
Publications 86
Most Citations
2016 in TESOL Quarterly [IF: 2.06]
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Zoltán Dörnyei48
Estimated H-index: 48
(Eötvös Loránd University)
L2 learners often develop grammatical competence in the absence of concomitant pragmatic competence (Bardovi-Harlig & Hartford, 1990, 1993). In an attempt to better understand how this developmental stage arises, this study explores the extent to which instructed L2 learners of English are aware of differences in learners' and target-language production in grammar, which addresses the accuracy of ...
Ref 32Cited 302 Download Pdf Cite this paper
2016 in Language Learning [IF: 2.08]
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University)
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 ...
Cited 233 Source Cite this paper
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University)
Chapter 1. The Study of Time Talk in Second Language Acquisition. Early Studies of Verbal Morphology. Phonetic Constraints. Investigating the Expression of Temporality. Methods of Research and Analysis. Overview of the Book. Chapter 2. Meaning-Oriented Studies of Temporality. Expressing Temporality. Pragmatic Means for Expressing Temporality. Lexical Means for Expressing Temporality. Comprehension...
Cited 223 Source
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Beverly S. Hartford11
Estimated H-index: 11
(Indiana University)
Ref 16Cited 137 Source Cite this paper
2016 in Language Learning [IF: 2.08]
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Beverly S. Hartford11
Estimated H-index: 11
(Indiana University)
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 su...
Ref 2Cited 135 Source Cite this paper
2016 in TESOL Quarterly [IF: 2.06]
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Dudley W. Reynolds3
Estimated H-index: 3
(Indiana University)
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 En...
Ref 30Cited 133 Source Cite this paper
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Theodora Bofman2
Estimated H-index: 2
(Northeastern Illinois University)
Ref 19Cited 122 Source Cite this paper
Kathleen Bardovi-Harlig29
Estimated H-index: 29
(Indiana University),
Beverly S. Hartford11
Estimated H-index: 11
(Indiana University)
This paper investigates the nature of input available to learners in the institutional setting of the academic advising session. The advisory session, an unequal status encounter that by nature is a private speech event and cannot be observed by other learners, provides a starting point for the investigation of real and perceived availability of input. Evidence for the realization of speech acts a...
Ref 16Cited 86 Source Cite this paper
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