By Fischer, W.

Translated from the German through Jonathan Rogers

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Bell, 1995: 702) Although Bell did not seem to be aware of LS theory at the time she conducted her research, her own experience as a language learner led her to conclude that language and literacy learning could not be separated from the culture in which language and literacy use are embedded. The importance of culture is evident as well in Duff’s (1995, 1996, 2003) investigations of second language socialization at the secondary level in Hungary during the year following the dissolution of the Soviet Union.

And Pearson, L. (2005) The effect of instruction and feedback in the development of pragmatic competence. System 33 (3), 481Á 501. Kondo, S. (2003) Teaching refusals in an EFL setting. In K. Bardovi-Harlig and R. Mahan-Taylor (eds) Teaching Pragmatics. Washington DC: US Department of 18 Introduction State Office of English Language Programs. On WWW at http://exchanges. htm. 08. Leech, G. (1983) The Principles of Pragmatics. London: Longman. P. (1997) Attention, awareness, and foreign language behaviour.

2005) Third Language Learners. Pragmatic Production and Awareness. Clevedon: Multilingual Matters. P. (2007) Pragmatic production of third language learners: A focus on request external modifications. In E. P. Safont (eds) Intercultural Language Use and Language Learning (pp. 167Á 189). Amsterdam: Springer. Salazar, P. (2003) Pragmatic instruction in the EFL context. In A. Martı´nez-Flor, E. Uso´-Juan and A. Ferna´ndez-Guerra (eds) Pragmatic Competence and Foreign Language Teaching (pp. 233Á 246).

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