Kathleen Bardovi-Harlig
Encyclopedia
Kathleen Bardovi-Harlig (PhD, University of Chicago, 1983) is Professor and Chair of Second Language Studies at Indiana University (Bloomington).
Her primary research interests are second-language temporality and tense-mood-aspect systems and interlanguage pragmatics. Professor Bardovi-Harlig currently serves as First Vice President of the American Association for Applied Linguistics
(AAAL) (2005–2009).
Professor and Chair, Second Language Studies
On Sabbatical: July 1, 2010 - June 30, 2011
Education
Ph.D. 1983. Linguistics, The University of Chicago, Chicago, Illinois
M.A. 1978. Linguistics, California State University, Northridge
B.A. 1976. Linguistics, California State University, Northridge
Contact Information
Department of Second Language Studies
Indiana University
Memorial Hall 313
Bloomington, Indiana 47405
Office phone: 855-9877
Research Interests
Second language acquisition, second language temporality and tense-mood-aspect systems, interlanguage pragmatics.
Personal Statement
My research interests fall primarily into two main categories; the development of tense-mood-aspect systems in second language and the development of second language discourse and pragmatics. In my early research these seemed to be two distinct tracks, the first grammatical and the second pragmatic. As I continue to work in these areas, however, I have become increasingly aware of how linguistic development interacts with development in interlanguage pragmatics, and how discourse structure (particularly narrative structure) influences tense-aspect use.
My current work expands my research on tense-aspect to include the expression of the future and modality. My investigation of the interrelation of grammar and pragmatics has led to an ongoing study of formulaic sequences in pragmatics.
Courses Recently Taught
Models of Second Language Acquisition
Second Language Research Design
Current Research in SLA
Seminar in SLA
Interlanguage Pragmatics Seminar
Discourse Analysis
Classroom-Based Research
Books & Edited Volumes
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
Bardovi-Harlig, K., & Dörnyei, Z. (Eds.). (2006). Themes in SLA Research. AILA Review 19. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.) (2006). Pragmatics and Language Learning 11. Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.
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.
Gass, S. M., Bardovi-Harlig, K., Magnan. S., & Walz, J. (Eds.) (2002). Pedagogical norms for second and foreign language teaching. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1997). Beyond methods: Components of language teacher education. The McGraw-Hill Second Language Professional Series: Directions in Second Language Learning. New York: McGraw Hill.
Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1995). Thematic Issue of Studies in Second Language Acquisition, 17(2). Constructing discourse: Exploring the texts of nonnative speakers.
Selected journal articles and chapters
Tense and Aspect
Bardovi-Harlig, K. (in press). After process, then what? A longitudinal investigation of the progressive prototype in L2 English. In E. Labeau (Ed.) Development of Tense, Aspect and Mood in L1 and L2. Amsterdam: Rodopi/Cahiers Chronos.
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. (2005). The future of desire: Lexical futures and modality in L2 English future expression. In L. Dekydtspotter & R. Sprouse (Eds.), 7th generative approaches to second language acquisition, (pp. 1–12). Somerville, MA: Cascadilla Proceedings Project.
Bardovi-Harlig, K. (2005). Tracking the elusive imperfect in adult second language acquisition: Refining the hunt. In P. Kempchinsky & R. Slabakova (Eds.), Aspectual inquiries (pp. 397–419). Dordrecht: Kluwer.
Bardovi-Harlig, K. (2004). Monopolizing the future: How the go-future breaks into will’s territory and what it tells us about SLA. EuroSLA Yearbook, 4, 177-201. Amsterdam: Benjamins.
Bardovi-Harlig, K. (2004). The emergence of grammaticalized future expression in longitudinal production data. In M. Overstreet, S. Rott, B. VanPatten, & J. Williams (Eds.) Form and meaning in second language acquisition (pp. 115–137). Mahwah, NJ: Erlbaum.
Bardovi-Harlig, K. (2002). Analyzing aspect. In R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition (pp. 129–154). Amsterdam: John Benjamins.
Bardovi-Harlig, K. (2002). A New Starting Point? Investigating Formulaic Use and Input. Studies in Second Language Acquisition, 24, 189-198.
Bardovi-Harlig, K. (1999a). 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.
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.
Bardovi-Harlig, K. (1997a). Another piece of the puzzle: The emergence of the present perfect. Language Learning, 47, 375-422.
L2 pragmatics
Bardovi-Harlig, K. (in press). Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (Ed.) Handbook of pragmatics. Berlin : Mouton de Gruyter.
Bardovi-Harlig, K. (2009) Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.
Bardovi-Harlig, K. (in press). Recognition of formulaic sequences in L2 pragmatics. In G. Kasper, D. Yoshimi, H. Nguyen, & J. Yoshioka (Eds.), Pragmatics and Language Learning, Vol. 12, pp. xxx-xxx). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K. (2008). Recognition and production of formulas in L2 pragmatics. In Z-H. Han (Ed.), Understanding Second Language Process (pp. 205–222). Clevedon, UK: Multilingual Matters.
Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.), Pragmatics and Language Learning. Vol. 11, pp. 1–28). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K. (in press). Recognition and production of formulas in L2 pragmatics. Second language processing and instruction: Broadening the scope of inquiry. In Zhao Hong Han (Ed.) Cascadilla Press.
Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics (Chapter 1, pp. 7–36) and Practical considerations (Chapter 8, pp. 201–221). In K. Bardovi-Harlig and B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.
Bardovi-Harlig, K., & Salsbury, T. (2004). The organization of turns in the disagreements of L2 learners: A longitudinal perspective. In D. Boxer & A. D. Cohen (Eds.) Studying speaking to inform second language learning (pp. 199–227). Clevedon: Multilingual Matters.
Bardovi-Harlig, K. (2001b). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13–32). Cambridge: Cambridge University Press.
Bardovi-Harlig, K. (1999c). The interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677-713.
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. [Winner of the TESOL- Newbury House 1999 Distinguished Research Award]
Faculty and Student Publications
Bardovi-Harlilg, K., Bastos, M. T., Burghardt, B., Chappetto, E., Nickels, E. L., & Rose, M. (in press). The Use of Conventional Expressions and Utterance Length in L2 Pragmatics. In G. Kasper, D. Yoshimi, H. Nguyen, & J. Yoshioka (Eds.), Pragmatics and Language Learning, (Vol. 12, pp. xxx-xxx). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K., & Nickels, E. L. (in press). No thanks, I'm full: Raising Awareness of Expressions of Gratitude and Formulaic Language. In D. Tatsuki & N. Houck (Eds.) Pragmatics: New Directions. New York: TESOL.
Bardovi-Harlig, K., Nickels, E., & Rose, M. (2008). The influence of first language and level of development in the use of conventional expressions of thanking, apologizing, and refusing. In M. Bowles, R. Foote, S. Perpiñán, R. Bhatt (Eds.) Selected Proceedings of the 2007 Second Language Research Forum (pp. 113–130). Somerville, MA: Cascadilla Proceedings Project, (also available: http://www.lingref.com/cpp/slrf/2007/index.html)
Bardovi-Harlig, K., & Griffin, R. (2005). L2 Pragmatic Awareness: Evidence from the ESL Classroom. System, 33, 401-415.
Salsbury, T., & Bardovi-Harlig, K. (2001). “I know your mean, but I don’t think so” Disagreements in L2 English. In L. Bouton (Ed.) Pragmatics and language learning (Vol. 10) (pp. 131–151). Urbana-Champaign: University of Illinois, Division of English as an International Language.
Salsbury, T., & Bardovi-Harlig, K. (2000). Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 second language research forum (pp. 57–76). Somerville: Cascadilla Press.
Bardovi-Harlig, K., & Reynolds, D. W. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107-131.
Teaching Pragmatics
Félix-Brasdefer, C., & Bardovi-Harlig, K. (in press). "I'm sorry. Can I think about it?" The Negotiation of Refusals in Academic and Non-Academic Contexts. In D. Tatsuki & N. Houck (Eds.), Pragmatics: Speech acts. New York: TESOL.
Bardovi-Harlig, K. (in press). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In D. Tatsuki & N. Houck (Eds.), Pragmatics: New Directions. New York: TESOL.
Bardovi-Harlig, K., & Nickels, E. L. (in press). No thanks, I'm full: Raising Awareness of Expressions of Gratitude and Formulaic Language. In Tatsuki & N. Houck (Eds.) Pragmatics: New Directions. New York: TESOL.
Service to the Field
American Association of Applied Linguistics (AAAL) Leadership, 2005–09
Editor, Language Learning 2002-05
SSLA Editorial Board
National Foreign Language Resource Center (NFLRC) University of Hawaii 1994-06
Her primary research interests are second-language temporality and tense-mood-aspect systems and interlanguage pragmatics. Professor Bardovi-Harlig currently serves as First Vice President of the American Association for Applied Linguistics
American Association for Applied Linguistics
The American Association for Applied Linguistics is an American organization, founded in 1977, of scholars interested in applied linguistics....
(AAAL) (2005–2009).
Professor and Chair, Second Language Studies
On Sabbatical: July 1, 2010 - June 30, 2011
Education
Ph.D. 1983. Linguistics, The University of Chicago, Chicago, Illinois
M.A. 1978. Linguistics, California State University, Northridge
B.A. 1976. Linguistics, California State University, Northridge
Contact Information
Department of Second Language Studies
Indiana University
Memorial Hall 313
Bloomington, Indiana 47405
Office phone: 855-9877
Research Interests
Second language acquisition, second language temporality and tense-mood-aspect systems, interlanguage pragmatics.
Personal Statement
My research interests fall primarily into two main categories; the development of tense-mood-aspect systems in second language and the development of second language discourse and pragmatics. In my early research these seemed to be two distinct tracks, the first grammatical and the second pragmatic. As I continue to work in these areas, however, I have become increasingly aware of how linguistic development interacts with development in interlanguage pragmatics, and how discourse structure (particularly narrative structure) influences tense-aspect use.
My current work expands my research on tense-aspect to include the expression of the future and modality. My investigation of the interrelation of grammar and pragmatics has led to an ongoing study of formulaic sequences in pragmatics.
Courses Recently Taught
Models of Second Language Acquisition
Second Language Research Design
Current Research in SLA
Seminar in SLA
Interlanguage Pragmatics Seminar
Discourse Analysis
Classroom-Based Research
Books & Edited Volumes
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
Bardovi-Harlig, K., & Dörnyei, Z. (Eds.). (2006). Themes in SLA Research. AILA Review 19. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.) (2006). Pragmatics and Language Learning 11. Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.
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.
Gass, S. M., Bardovi-Harlig, K., Magnan. S., & Walz, J. (Eds.) (2002). Pedagogical norms for second and foreign language teaching. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1997). Beyond methods: Components of language teacher education. The McGraw-Hill Second Language Professional Series: Directions in Second Language Learning. New York: McGraw Hill.
Bardovi-Harlig, K., & Hartford, B. S. (Eds.). (1995). Thematic Issue of Studies in Second Language Acquisition, 17(2). Constructing discourse: Exploring the texts of nonnative speakers.
Selected journal articles and chapters
Tense and Aspect
Bardovi-Harlig, K. (in press). After process, then what? A longitudinal investigation of the progressive prototype in L2 English. In E. Labeau (Ed.) Development of Tense, Aspect and Mood in L1 and L2. Amsterdam: Rodopi/Cahiers Chronos.
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. (2005). The future of desire: Lexical futures and modality in L2 English future expression. In L. Dekydtspotter & R. Sprouse (Eds.), 7th generative approaches to second language acquisition, (pp. 1–12). Somerville, MA: Cascadilla Proceedings Project.
Bardovi-Harlig, K. (2005). Tracking the elusive imperfect in adult second language acquisition: Refining the hunt. In P. Kempchinsky & R. Slabakova (Eds.), Aspectual inquiries (pp. 397–419). Dordrecht: Kluwer.
Bardovi-Harlig, K. (2004). Monopolizing the future: How the go-future breaks into will’s territory and what it tells us about SLA. EuroSLA Yearbook, 4, 177-201. Amsterdam: Benjamins.
Bardovi-Harlig, K. (2004). The emergence of grammaticalized future expression in longitudinal production data. In M. Overstreet, S. Rott, B. VanPatten, & J. Williams (Eds.) Form and meaning in second language acquisition (pp. 115–137). Mahwah, NJ: Erlbaum.
Bardovi-Harlig, K. (2002). Analyzing aspect. In R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition (pp. 129–154). Amsterdam: John Benjamins.
Bardovi-Harlig, K. (2002). A New Starting Point? Investigating Formulaic Use and Input. Studies in Second Language Acquisition, 24, 189-198.
Bardovi-Harlig, K. (1999a). 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.
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.
Bardovi-Harlig, K. (1997a). Another piece of the puzzle: The emergence of the present perfect. Language Learning, 47, 375-422.
L2 pragmatics
Bardovi-Harlig, K. (in press). Exploring the pragmatics of interlanguage pragmatics: Definition by design. In A. Trosborg (Ed.) Handbook of pragmatics. Berlin : Mouton de Gruyter.
Bardovi-Harlig, K. (2009) Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.
Bardovi-Harlig, K. (in press). Recognition of formulaic sequences in L2 pragmatics. In G. Kasper, D. Yoshimi, H. Nguyen, & J. Yoshioka (Eds.), Pragmatics and Language Learning, Vol. 12, pp. xxx-xxx). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K. (2008). Recognition and production of formulas in L2 pragmatics. In Z-H. Han (Ed.), Understanding Second Language Process (pp. 205–222). Clevedon, UK: Multilingual Matters.
Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Félix-Brasdefer, C., & Omar, A. S. (Eds.), Pragmatics and Language Learning. Vol. 11, pp. 1–28). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K. (in press). Recognition and production of formulas in L2 pragmatics. Second language processing and instruction: Broadening the scope of inquiry. In Zhao Hong Han (Ed.) Cascadilla Press.
Bardovi-Harlig, K., & Hartford, B. S. (2005). Institutional discourse and interlanguage pragmatics (Chapter 1, pp. 7–36) and Practical considerations (Chapter 8, pp. 201–221). In K. Bardovi-Harlig and B. S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk. Mahwah, NJ: Erlbaum.
Bardovi-Harlig, K., & Salsbury, T. (2004). The organization of turns in the disagreements of L2 learners: A longitudinal perspective. In D. Boxer & A. D. Cohen (Eds.) Studying speaking to inform second language learning (pp. 199–227). Clevedon: Multilingual Matters.
Bardovi-Harlig, K. (2001b). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13–32). Cambridge: Cambridge University Press.
Bardovi-Harlig, K. (1999c). The interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49, 677-713.
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. [Winner of the TESOL- Newbury House 1999 Distinguished Research Award]
Faculty and Student Publications
Bardovi-Harlilg, K., Bastos, M. T., Burghardt, B., Chappetto, E., Nickels, E. L., & Rose, M. (in press). The Use of Conventional Expressions and Utterance Length in L2 Pragmatics. In G. Kasper, D. Yoshimi, H. Nguyen, & J. Yoshioka (Eds.), Pragmatics and Language Learning, (Vol. 12, pp. xxx-xxx). Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Bardovi-Harlig, K., & Nickels, E. L. (in press). No thanks, I'm full: Raising Awareness of Expressions of Gratitude and Formulaic Language. In D. Tatsuki & N. Houck (Eds.) Pragmatics: New Directions. New York: TESOL.
Bardovi-Harlig, K., Nickels, E., & Rose, M. (2008). The influence of first language and level of development in the use of conventional expressions of thanking, apologizing, and refusing. In M. Bowles, R. Foote, S. Perpiñán, R. Bhatt (Eds.) Selected Proceedings of the 2007 Second Language Research Forum (pp. 113–130). Somerville, MA: Cascadilla Proceedings Project, (also available: http://www.lingref.com/cpp/slrf/2007/index.html)
Bardovi-Harlig, K., & Griffin, R. (2005). L2 Pragmatic Awareness: Evidence from the ESL Classroom. System, 33, 401-415.
Salsbury, T., & Bardovi-Harlig, K. (2001). “I know your mean, but I don’t think so” Disagreements in L2 English. In L. Bouton (Ed.) Pragmatics and language learning (Vol. 10) (pp. 131–151). Urbana-Champaign: University of Illinois, Division of English as an International Language.
Salsbury, T., & Bardovi-Harlig, K. (2000). Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 second language research forum (pp. 57–76). Somerville: Cascadilla Press.
Bardovi-Harlig, K., & Reynolds, D. W. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107-131.
Teaching Pragmatics
Félix-Brasdefer, C., & Bardovi-Harlig, K. (in press). "I'm sorry. Can I think about it?" The Negotiation of Refusals in Academic and Non-Academic Contexts. In D. Tatsuki & N. Houck (Eds.), Pragmatics: Speech acts. New York: TESOL.
Bardovi-Harlig, K. (in press). Assessing familiarity with pragmatic formulas: Planning oral/aural assessment. In D. Tatsuki & N. Houck (Eds.), Pragmatics: New Directions. New York: TESOL.
Bardovi-Harlig, K., & Nickels, E. L. (in press). No thanks, I'm full: Raising Awareness of Expressions of Gratitude and Formulaic Language. In Tatsuki & N. Houck (Eds.) Pragmatics: New Directions. New York: TESOL.
Service to the Field
American Association of Applied Linguistics (AAAL) Leadership, 2005–09
Editor, Language Learning 2002-05
SSLA Editorial Board
National Foreign Language Resource Center (NFLRC) University of Hawaii 1994-06