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An Interview with APPLE Lecture Speaker Professor James Pennebaker
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| 4 |
Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
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| 6 |
Zhōng Jiè Yǔ Yǔ Yán Xué Duō Wéi Yán Jiū [Multidimensional Studies in Interlanguage Linguistics]
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| 7 |
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
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| 8 |
Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
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| 10 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
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| 11 |
Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
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| 12 |
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
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Abstract:
The way we ask for something, or request, is hardly the same across all contexts. The degree to which we show politeness in these instances is closely related to a number of contextual factors (Brown & Levinson, 1987), manifested in the linguistic features that we employ (Blum-Kulka, House & Kasper, 1989; Searle, 1975). However, the issue becomes particularly thorny when evaluating perceived pragmatic transgressions among English language learners (ELLs). Is the issue their misunderstanding of social expectations (i.e., sociopragmatic) or the language used (i.e., pragmalinguistic)? Past research in second language assessment (SLA) has focused on how learners develop the ability to perform requests (e.g., Kasper & Rose, 2002). However, what has been left under-addressed is the emergent ability among ELLs to request in a manner considered polite and contextually appropriate. With that issue in mind, this article reviews the literature on second language (L2) developmental patterns in the performance of requests with an eye for evidence of emergent awareness of politeness. The article begins with a discussion of the theoretical and empirical foundations for this question then proceeds into a review of studies among ELLs at three different proficiency levels, concluding with a discussion of the implications that this research has for language teaching and testing.
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Keyword:
Applied linguistics; Interlanguage (Language learning); Politeness (Linguistics); Pragmatics; Second language acquisition
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URL: https://doi.org/10.7916/D8NW0W5W
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| 13 |
Exploring the Variability of the Preposition “In” in Written Communication
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| 14 |
Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
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| 15 |
Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
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| 16 |
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
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| 17 |
Complex Dynamic Systems Research: Some Insights on Data Analysis
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| 18 |
Exploring the Possibilities of Scenario-based Assessment: An Introduction
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| 19 |
A Learning-oriented Assessment Perspective on Scenario-based Assessment
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| 20 |
Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them
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