Interlanguage Pragmatics
Requests, Complaints, and Apologies
1st Edition
Published on 3. May 2011
XXV, 581 pages
978-3-11-088528-6 (ISBN)
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Content
- Intro
- Acknowledgements
- Preface
- Abbreviations
- Part I
- A Pragmatic Perspective
- 1 Linguistic pragmatics
- 1.1 Background
- 1.2 Communicative competence
- 1.3 Communicative functions
- 1.4 The decomposition of a speech act
- 1.5 Theories of verbal politeness
- 1.6 A discourse model
- 2 The pragmatic scope
- 2.1 Sociopragmatics
- 2.2 Contrastive pragmatics
- 2.3 Cultural "ethos"
- 2.4 Cultural values reflected in speech acts
- 2.5 Cross-cultural pragmatics
- 2.6 The contrastive analysis hypothesis
- 2.7 The interlanguage hypothesis
- 2.8 Interlanguage pragmatics
- 2.9 Discourse
- A Psycholinguistic Perspective
- 3 Second language acquisition
- 3.1 Background
- 3.2 Second language acquisition as an adult
- 3.3 Input factors
- 3.4 The role of instruction in L2 acquisition
- 3.5 The role of input and interaction in L2 acquisition
- 4 Recent approaches to second language acquisition
- 4.1 Knowledge sources
- 4.2 Language systems vs. language behaviour
- 4.3 The non-interface position
- 4.4 The interface-position
- 4.5 Strengths and weaknesses of the cognitive code learning theory
- 4.6 An integrated approach to L2 acquisition
- An Empirical Perspective
- 5 Classroom interaction
- 5.1 Communicative competence as a teaching/learning objective
- 5.2 Investigating frontal teaching vs. small group interaction
- 5.3 The findings of full class discussions
- 5.4 The findings of the group discussions
- 5.5 Concluding the findings
- 5.6 The generality of the findings
- 6 Experimental design
- 6.1 Goal
- 6.2 Informant population
- 6.3 Method
- 6.4 The data
- 6.5 Elicitation procedure
- 6.6 Scoring
- 6.7 Observer's paradox
- Part II
- An Empirical Approach I
- 7 Discourse strategies in interactions between non-native and native speakers of English
- 7.1 Background
- 7.2 Experimental design
- 7.3 Educational vs. non-educational discourse
- 7.4 Exchange structure in non-educational discourse
- 7.5 Classes of moves and acts in non-educational discourse
- 7.6 Exemplification of moves and exchange structures occuring in the data
- 7.7 Non-native vs. native speaker performance
- 7.8 Concluding remarks
- 8 The communicative act of requesting
- 8.1 The speech act request
- 8.2 Assignment of illocutionary force
- 8.3 Request strategies
- 8.4 Conventionally indirect requests
- 8.5 Speaker-based conditions - Cat. III
- 8.6 Direct requests - Cat. IV
- 8.7 Summary and discussion
- 8.8 Internal modification
- 8.9 External modification
- 8.10 Experimental design
- 9 Request strategies in non-native and native speakers of English
- 9.1 Total number of strategies
- 9.2 Classification of request strategies according to directness levels
- 9.3 Indirect strategies - Cat. I hints
- 9.4 Hearer-based conditions - Cat. II preparatory
- 9.5 Speaker-based conditions - Cat. III sincerity
- 9.6 Direct requests - Cat. IV
- 10 Modificational patterns
- 10.1 Internal modification
- 10.2 Syntactic downgraders
- 10.3 Lexical/phrasal downgraders
- 10.4 Upgraders
- 10.5 The use of modification in supportive moves
- 10.6 External modification
- 10.7 Dominance and social distance
- 11 Summary and discussion
- 11.1 Request strategies
- 11.2 Requests in L1 acquisition studies
- 11.3 Requests in related L2 studies
- 11.4 A comparison of internal modification
- 11.5 A comparison of external modification
- 11.6 Concluding the findings
- Part III
- An Empirical Approach II
- 12 The communicative act of complaining
- 12.1 The speech act complaint
- 12.2 Directness levels of complaints
- 12.3 Complaint strategies
- 12.4 Directive acts
- 12.5 Complaint perspective
- 12.6 Internal modification
- 12.7 External modification
- 12.8 Experimental design
- 13 Complaint strategies in non-native and native speakers of English
- 13.1 Total number of strategies
- 13.2 Complaint strategies
- 13.3 Relative frequency of distribution of complaint strategies
- 13.4 Directive acts
- 13.5 Complaint perspective
- 13.6 Internal modification
- 13.7 External modification
- 13.8 Dominance and social distance
- 13.9 Summary and discussion
- 14 The communicative act of apologizing
- 14.1 The speech act apology
- 14.2 "Felicity conditions"
- 14.3 Apology strategies
- 14.4 Strategic disarmers
- 14.5 Internal modification
- 14.6 Discussion
- 14.7 Experimental design
- 15 Apology strategies in non-native and native speakers of English
- 15.1 Total number of strategies
- 15.2 Opting out - Cat. 0
- 15.3 Apology strategies
- 15.4 Internal modification
- 15.5 Remedial support
- 15.6 Strategic disarmers
- 15.7 Dominance and social distance
- 15.8 Concluding remarks
- 16 Concluding the findings
- 16.1 Requests, complaints and apologies contrasted
- 16.2 Learner performance across groups
- Part IV
- A Pedagogical Approach
- 17 Communicative foreign language teaching
- 17.1 Focus on language as communication
- 17.2 Some early approaches to communicative FL teaching
- 17.3 Methodological approaches
- 18 Recent approaches to communicative foreign language teaching
- 18.1 The "accuracy"/"fluency" distinction
- 18.2 The role of practice in classroom FL teaching
- 18.3 An integrated approach to communicative FL teaching
- 19 The teaching of communicative functions
- 19.1 Role interaction as a means of achieving communicative competence
- 19.2 The learning potential of role interaction
- 19.3 The discourse potential of role interaction
- 19.4 The sociolinguistic potential of role interaction
- 19.5 Critical points
- 19.6 Motivation
- 19.7 Instructional aspects
- 19.8 Syllabus design
- 19.9 Using role simulations in the FL-classroom
- Notes
- References
- Appendix
- Index
