キャサリーン・バルドヴィハリグ

キャスリーン・バルドヴィハリグ（Kathleen Bardovi-Harlig）は、アメリカの言語学者。現在、インディアナ大学（ブルーミントン）の教授兼ESLコーディネーター。 1976年に言語学の文学士の学位を取得し、1978年にノースリッジのカリフォルニア州立大学で言語学の修士号を取得。 1983年にシカゴ大学で言語学の博士号を取得し、「英語の文の強勢への機能的アプローチ」というタイトルの論文を発表した。 また、2007年から2008年まで米国応用言語学協会でプレジデントを務めた。 彼女の主な研究対象は、第二言語の時間性と時制・ムード・アスペクトのシステム、および言語間の語用論である。 1992年にTESOL Quarterlyで公開されて以来、唯一の信頼できる調整手段と見なされてきたCoordination Index（CI）の作成に貢献したとされている。 1999年：Distinguished Research Award（共著者： ZoltánDörnyei ） Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell. Bardovi-Harlig, K., & Hartford, B. (Eds.) (2005). Interlanguage Pragmatics: Exploring Institutional Talk. Mahwah, NJ: Erlbaum. Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching Pragmatics. Washington, DC: United States Department of State. Bardovi-Harlig, K. (2012). Second language acquisition. In R. Binnick (Ed.) Handbook of tense and aspect (pp. 481–503). Oxford: Oxford University Press. Bardovi-Harlig, K. (2012). Pragmatics in SLA. In S. M. Gass & A. Mackey (Eds.) The Routledge handbook of second language acquisition (pp. 147–162). London: Routledge/Taylor Francis. Bardovi-Harlig, K (1992). “A second look at T-unit analysis: Reconsidering the sentence”. TESOL Quarterly 26: 390–395. doi:10.2307/3587016.  Bardovi-Harlig, K (1992). “The use of adverbials and natural order in the development of temporal expression”. IRAL 30: 299–320. doi:10.1515/iral.1992.30.4.299.  Bardovi-Harlig, K (1992). “The relationship of form and meaning: A cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language”. Applied Psycholinguistics 13: 253–278. doi:10.1017/s0142716400005634.  Bardovi-Harlig, K.; Hartford, B. S. (1993). “Learning the rules of academic talk: A longitudinal study of pragmatic development”. Studies in Second Language Acquisition 15: 279–304. doi:10.1017/s0272263100012122.  Bardovi-Harlig, K (1994). “Reverse-order reports and the acquisition of tense: Beyond the principle of chronological order”. Language Learning 44: 243–282. doi:10.1111/j.1467-1770.1994.tb01102.x.  Bardovi-Harlig, K.; Reynolds, D. W. (1995). “The role of lexical aspect in the acquisition of tense and aspect”. TESOL Quarterly 29: 107–131. doi:10.2307/3587807.  Bardovi-Harlig, K (1995). “A narrative perspective on the development of the tense/aspect system in second language acquisition”. Studies in Second Language Acquisition 17: 263–291. doi:10.1017/s0272263100014182.  Bardovi-Harlig, K.; Hartford, B. S. (1996). “Input in an institutional setting”. Studies in Second Language Acquisition 18: 171–188. doi:10.1017/s027226310001487x.  Bardovi-Harlig, K.; Bergström, A. (1996). “The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and French (FL)”. Canadian Modern Language Review 52: 308–330. doi:10.3138/cmlr.52.2.308.  Bardovi-Harlig, K (1997b). “Assessing grammatical development in interactional contexts”. TESOL Quarterly 31: 797–806. doi:10.2307/3587764.  Bardovi-Harlig, K (1997). “Another piece of the puzzle: The emergence of the present perfect”. Language Learning 47: 375–422. doi:10.1111/0023-8333.00015.  Bardovi-Harlig, K.; Dörnyei, Z. (1998). “Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning”. TESOL Quarterly 32: 233–259. doi:10.2307/3587583.  Bardovi-Harlig, K (1998). “Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology”. Studies in Second Language Acquisition 20: 471–508. doi:10.1017/s0272263198004021.  Bardovi-Harlig, K (1999). “Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics”. Language Learning 49: 677–713. doi:10.1111/0023-8333.00105.  Bardovi-Harlig, K (1999). “From morpheme studies to temporal semantics: Tense-aspect research in SLA. State of the art article”. Studies in Second Language Acquisition 21 (3): 341–382. doi:10.1017/s0272263199003010.  Bardovi-Harlig, K (2002). “A New Starting Point? Investigating Formulaic Use and Input”. Studies in Second Language Acquisition 24: 189–198. doi:10.1017/s0272263102002036.  Bardovi-Harlig, K.; Griffin, R. (2005). “L2 Pragmatic Awareness: Evidence from the ESL Classroom”. System 33: 401–415. doi:10.1016/j.system.2005.06.004.  Wulff, S.; Ellis, N. C.; Römer, U.; Bardovi-Harlig, K.; LeBlanc, C. J. (2009). “The acquisition of tense-aspect: Converging evidence from corpora, cognition, and learner constructions”. Modern Language Journal 93: 336–369.  Bardovi-Harlig, K.; Stringer, D. (2010). “Variables in second language attrition: Advancing the state of the art”. Studies in Second Language Acquisition 32: 1–45. doi:10.1017/s0272263109990246.  Bardovi-Harlig, K.; Vellenga, H. E. (2012). “The effect of instruction on conventional expressions in L2 pragmatics”. System 40: 77–89. doi:10.1016/j.system.2012.01.004.  Bardovi-Harlig, K (2012). “Formulas, routines, and conventional expressions in pragmatics research”. ARAL 32: 206–227. doi:10.1017/s0267190512000086.  Bardovi-Harlig、K。（2013）。 L2語用論の開発。言語学習、63 ：Suppl.1、68–86。 Bardovi-Harlig, K (2014). “Awareness of meaning of conventional expressions in second language pragmatics”. Language Awareness 23: 41–56. doi:10.1080/09658416.2013.863894.  Bardovi-Harlig, K.; Mossman, S.; Vellenga, H. E. (2015). “The effect of instruction on pragmatic routines in academic discussion”. Language Teaching Research 19: 324–350. doi:10.1177/1362168814541739.  Bardovi-Harlig, K (2015). “Disinvitations: You're not invited to my birthday party!”. Journal of Pragmatics 75: 91–110. doi:10.1016/j.pragma.2014.10.010.  Bardovi-Harlig, K.; Stringer, D. (2017). “Unconventional expressions: Productive syntax in the L2 acquisition of formulaic language”. Second Language Research 33: 61–90. doi:10.1177/0267658316641725.  Bardovi-Harlig, K.; Su, Y. (2018). “The acquisition of conventional expressions as a pragmalinguistic resource in Chinese as a foreign language”. Modern Language Journal 102: 732–757. doi:10.1111/modl.12517.  Bardovi-Harlig, K (2019). “Invitations as request-for-service mitigators in academic discourse”. Journal of Pragmatics 139: 64–78. doi:10.1016/j.pragma.2018.10.005.