The present cross-sectional study investigates the development of internal request modification of Turkish learners of English. The data were collected through role-play performances of participants from two different English proficiency levels in four situations and compared against native speakers of American English. The situations varied in terms of power, social distance and imposition. By statistical means, it was shown that beginner learners underused syntactic and lexical/phrasal downgraders (except please) and higher proficiency learners showed a slow development in their employment of both subtypes. No clear correspondence between social factors and the use of internal modifiers was found. The results suggested weak attentional control over pragmatic knowledge. It is concluded that the reason for slow pragmatic development must be multicausal.
Holttinen, Tuuli, C. Granget, M.-A. Dat, D. Guedat-Bittighoffer & C. Cuet
2017. « Passe-moi le sel » vs « Pourriez-vous me passer le sel, s’il vous plaît ? » ‒ Le développement des stratégies de requête chez les apprenants finnophones de FLE. SHS Web of Conferences 38 ► pp. 00004 ff.
2021. Realizations of oppositional speech acts in English: a contrastive analysis of discourse in L1 and L2 settings. Intercultural Pragmatics 18:2 ► pp. 163 ff.
Liu, Jianda & Wei Ren
2016. Apologies in Emails: Interactions Between Chinese EFL Learners and Their Foreign Peers. In Email Discourse Among Chinese Using English as a Lingua Franca, ► pp. 205 ff.
Napoli, Vittorio & Vittorio Tantucci
2022. Pragmalinguistic and sociopragmatic patterns of requestive acts in English and Italian: Insights from film conversation. Journal of Pragmatics 202 ► pp. 48 ff.
Nicholas, Allan, John Blake, Maxim Mozgovoy & Jeremy Perkins
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