This paper uses interactive oral role-plays to examine the extent and the way in which low proficiency EFL learners mitigate their requests. The dimensions examined are internal and external modification, and request perspective. Results indicated that the learners significantly underused internal modification and opted for external modification, especially grounders, in line with previous studies. Learners also overused zero marking and showed a preference for speaker perspective. It is presently argued that unlike external modification, internal modification may not be part of low proficiency learners’ pragmalinguistic repertoire, due to its pragmalinguistic complexity and need for extra processing effort. The learners’ lack of pragmalinguistic repertoire and their reliance on need and want statements were used to explain the total lack of joint and impersonal perspective in the data and the predominance of speaker perspective.
Chang, Miao-Hsia, Jean Curran, Yueh-Kuei Hsu & Chih-Chun Hsu
2016. Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners’ Emails. In Email Discourse Among Chinese Using English as a Lingua Franca, ► pp. 61 ff.
Dashti Khavidaki, Mansooreh
2023. The Interplay of Contextual Variables and Language Proficiency in Request Realization. SAGE Open 13:4
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.
Hopkinson, Christopher
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.
Vassilaki, Evgenia & Stathis Selimis
2020. Children’s Requestive Behavior in L2 Greek: Beyond the Core Request. Corpus Pragmatics 4:3 ► pp. 359 ff.
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