Abdel-Jawad, H. (2000). A linguistic and sociopragmatic and cultural study of swearing in Arabic. Language, Culture and Curriculum, 13(2), 217-240.
Abu-Humeid, A. M. A. A. (2013). The effect of gender and status on the apology strategies used by American native speakers of English and Iraqi EFL university students. Research on Humanities and Social Sciences, 3(2), 145-173.
Ahmadian, M. J. (2020). Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role? Language Teaching Research, 24(2), 163-188.
Alfghe, A., & Mohammadzadeh, B. (2021). Realization of the speech act of request, suggestion and apology by Libyan EFL learners. SAGE Open, 11(4), 21582440211050378.
Al-Issa, A. (1998). Sociopragmatic transfer in the performance of refusals by Jordanian EFL learners: Evidence and motivating factors (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania.
Al-Jumah, K. A. J. (2021). Utilizing concept-based instruction in teaching pragmatics: Exploring the development of requesting behaviour of Iraqi Arabic-speaking EFL learners (Doctoral dissertation). University of Otago, Dunedin, New Zealand.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Bataineh, R. & Bataineh, R. (2005). Apology Strategies of Jordanian EFL University Students. Journal of Pragmatics, 38(11), 1901-1927.
Beebe, L.M., Takahashi, T. and Uliss-Weltz, R. (1990). Pragmatics Transfer in ESL Refusals. In R. Scarcella. E. Anderson, & S. D. Krashen (Eds.), On the Development of Communicative Competence in a Second Language (pp. 57-93). Cambridge, MA: Newbury House Publishers.
Blum-Kulka, S., & Olshtain, E. (1984). Requests and apologies: A cross-cultural study of speech act realization patterns (CCSARP). Applied linguistics, 5(3), 196-213.
Bu, J. (2012). A study of the effects of explicit and implicit teachings on developing Chinese EFL learners' pragmatic competence. International Journal of Language Studies, 6(3), 57-80.
Derakhshan, A., & Arabmofrad, A. (2018). The impact of instruction on the pragmatic comprehension of speech acts of apology, request, and refusal among Iranian intermediate EFL learners. English Teaching & Learning, 42(1), 75-94.
Derakhshan, A., & Eslami, Z. (2015). The Effect of Consciousness-Raising Instruction on the Pragmatic Development of Apology and Request. TESL-EJ, 18(4), 1-24.
Farahian, M., Rezaee, M., & Gholami, A. (2012). Does direct instruction develop pragmatic competence? Teaching refusals to EFL learners of English. Journal of Language Teaching and Research, 3(4), 814-821.
Gharibeh, S. G., Mirzaee, M., & Yaghoubi-Notash, M. (2016). The role of instruction in the development of EFL learners' pragmatic competence. The Asian Journal of Applied Linguistics, 3(2), 173-184.
Halenko, N., & Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System, 39(2), 240-250.
Harooni, M., & Pourdana, N. (2017). Politeness and indirect request speech acts: gender-oriented listening comprehension in Asian EFL context. International Journal of Applied Linguistics and English Literature, 6(2), 214-220.
Hussein, T. M. (2018). Strategies of refusal in American English and Egyptian Arabic discourse. CDELT Occasional Papers in the Development of English Education, 63(1), 243-270.
Kakolaki, L. N., & Shahrokhi, M. (2016). Gender differences in complaint strategies among Iranian upper intermediate EFL students. Studies in English Language Teaching, 4(1), 1-15.
Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Lawrence Erlbaum.
Kasper, G., Schmidt, R., (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(2), 149–169.
Lihui, Z., & Jianbin, H. (2010). A study of Chinese EFL learners' pragmatic failure and the implications for college English teaching. Polyglossia, 18, 41-54.
Littlewood, W. (2013). Developing a context-sensitive pedagogy for communication-oriented language teaching. English Teaching, 68(3), 3-25.
Liu, J. (2004). Measuring interlanguage pragmatic knowledge of Chinese EFL learners (Doctoral dissertation). City University of Hong Kong, China.
Maeshiba, N., Yoshinaga, N., Kasper, G., & Ross, S. (1996). Transfer and proficiency in interlanguage apologizing. In S. Gass& J. Neu (Eds.), Speech acts across cultures (pp. 155-187). Berlin: Mouton.
Merriam-Webster. (n. d.). Go, go out, go away, get out, get away, Step aside. Merriam-Webster Online Dictionary
. Retrieved April 9, 2022, from https://www.merriam-webster.com/
Mohammed, M. M. (2012). Teach ability of Pragmatic Competence: The Impact of Explicit Instruction on the Development of Iraqi Freshmen EFL Learners' Pragmatic Competence. The Arab Gulf, 40(1-2), 21-48.
Muhammed, H. (2006). The Influence of Some Social Variables on the Choice of Apology Strategies by Sudanese Learners of English (Unpublished doctoral dissertation). University of Kartoum, Sudan.
Nelson, G., Carson, J., Al Batal, M., & El Bakary, W. (2002). Cross-cultural pragmatics: strategy use in Egyptian Arabic and American English refusals. Applied Linguistics, 23(2), 163-189.
Olshtain, E., & Cohen, A. (1983). Apology: A speech act set. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and Language Acquisition (pp. 18-35). Rowley, MA: Newbury House.
Omar, F. R., & Razi, O. (2022). Impact of Instruction Based on Movie and TV Series Clips on EFL Learners' Pragmatic Competence: Speech acts in focus. Frontiers in Psychology. 13: 974757. 10.3389/fpsyg.2022.974757
Pearson Longman. (n. d.). Get off. Longman Dictionary of Contemporary English Online
. Retrieved April 9, 2022, from https://www.ldoceonline.com/
Rajabi, S., Azizifar, A., & Gowhary, H. (2015a). The effect of explicit instruction on pragmatic competence development; teaching requests to EFL learners of English. Procedia-Social and Behavioral Sciences, 199, 231-239.
Rajabi, S., Azizifar, A., & Gowhary, H. (2015b). Investigating the effect of explicit instruction of apology speech act on pragmatic development of Iranian EFL Learners. Advances in Language and Literary Studies, 6(4), 53-61.
Safont-Jorda`, M. P. (2004). An analysis on EAP learners' pragmatic production: a focus on request forms. Ibérica, Revista de la AsociaciónEuropea de Lenguas para–Fines Específicos, 8, 23-39.
Sattar, H. Q. A., Lah, S. C., & Suleiman, R. R. R. (2010). A study on strategies used in Iraqi Arabic to refuse suggestions. The International Journal of Language Society and Culture, 30, 81-95.
Shams, R., & Afghari, A. (2011). Effects of Culture and Gender in Comprehension of Speech Acts of Indirect Request. English Language Teaching, 4(4), 279-287.
Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press.
Stevens, P. B. (1993). The pragmatics of "No!": Some strategies in Englishand Arabic. IDEAL, 6, 87-110.
Taguchi, N. (2015). "Contextually" speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3-20.
Tajeddin, Z., & Tayebipour, F. (2015). Interface between L2 learners' pragmatic performance, language proficiency, and individual/group ZPD. Applied research on English language, 4(1), 31-44.
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
Trosborg, A. (1995). Statutes and contracts: An analysis of legal speech acts in the English language of the law. Journal of Pragmatics, 23(1), 31–53.
Turki, H. Y., Juma’a, Q. H., & Al-Kubaisy, A. A. (2020). A Cross-Sectional Study of Refusal Speech Act Used by Iraqi Undergraduate Students: of English in Relation to the Academic Level. Koya University Journal of Humanities and Social Sciences, 3(1), 166-173.
Valipour, S., & Jadidi, S. (2015). Study of Iranian English language teachers' familiarity with language functions in request, apology, refusal, and greeting. International Journal of Research Studies in Language Learning, 4(1), 13-30.
Yusuf, N. H. (2018). Causes of Pragmalinguistic Errors in University EFL Learners' Writings. Journal of Applied Linguistics and Language Research, 5(6), 1-27.