キャサリーン・バルドヴィハリグ
主著 > 記事

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.