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| 61 |
Role of Dialect in Contemporary African American Literature, The ...
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| 62 |
The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021)
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| 63 |
The Changing Landscape of Education (25 September 2020) ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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| 64 |
The Changing Landscape of Education (25 September 2020) ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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| 66 |
A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
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In: Doctoral Dissertations and Projects (2021)
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| 67 |
Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)
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In: Sustainability; Volume 13; Issue 14; Pages: 7568 (2021)
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| 68 |
Teaching Lexical Stress: Effective Practice in a Mandarin ELL Context
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In: Senior Honors Theses (2021)
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| 69 |
Enhancing ESL Learners’ Identity Lexico-Grammatically in Language Learning Histories Writing.pdf ...
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| 70 |
Enhancing ESL Learners’ Identity Lexico-Grammatically in Language Learning Histories Writing.pdf ...
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| 71 |
Service-Learning: A Translation of Documents into Spanish on Behalf of Learning for ALL
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In: Theses/Capstones/Creative Projects (2021)
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| 72 |
Pedagogy or Andragogy?: Which teaching method produces successful ESL tutoring that involves musical activities?
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In: Theses/Capstones/Creative Projects (2021)
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| 73 |
A comparison of Chinese and American student academic email requests to faculty in higher education in the United States
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Abstract:
Emails have become one of the most commonly used medium for students to make requests to professors in institutional settings for their convenience and efficiency. However, many international students studying in the U.S. may feel it difficult to write email requests to people in a higher status where power asymmetry should be maintained. Some international students may write inappropriate email requests unintentionally because they use their L1 pragmatic norms when writing emails to American English speakers. To contribute to the understanding of email requests in the institutional context of university settings, this study combines speech act research with discourse analysis methodology to examine how native speakers of American English and native speakers of Chinese formulate email requests to faculty. This study collected authentic emails written by Chinese and American students who studied in a U.S. university. Along with each email the participant submitted, information related to the recipient was collected. I use the methodology of discourse analysis to investigate how imposition level of emails and senders’ entitlement to make the request affect students’ language choices. These findings demonstrate that Chinese students have some pragmatic infelicities in their email requests, such as underuse of internal and external modifications for high-imposition requests, pre-assuming that the requestee would grant the request, not acknowledging the imposition posed on the requestee. Chinese students use different, culturally influenced requestive strategies than American students when writing email requests. This study finally offers pedagogical implications for teaching email requests to English learners. This study contributes to our understanding of the requestive patterns of Chinese and American students as well as the similarities and differences between emails written by American students and those written by Chinese students. It contributes to the field of cross-cultural pragmatic studies on the speech act of request by L2 speakers. ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system
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Keyword:
discourse analysis; Email requests; ESL learners; pragmatics
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URL: http://hdl.handle.net/2142/105878
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| 74 |
England is blue and China is red: a case study of two Chinese adolescents’ expression of linguistic identity through the construction of English as a second language (ESL) poetry
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| 75 |
Unpacking the efficacy of Reading to Learn using Cognitive Load Theory
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| 76 |
Homeless in Hawai‘i: Developing Critical Materials for an Intensive English Program
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| 77 |
Working with Multilingual Student Writers
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In: Purdue Writing Lab/Purdue OWL Creative Materials (2021)
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| 78 |
Introduction : reframing language in teaching and learning : leveraging students' meaning-making repertoires
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| 79 |
Literacy Gatekeepers in the Ontario Education System. Why ESL Students Fail? A Bordieuan Perspective
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 80 |
ESL Student Plagiarism Prevention Challengesand Institutional Interventions
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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