Teaching learners to appropriately mitigate requests

Esther Usó-Juan · Alicia Martínez‐Flor

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Linguistics and Language Analysis EFL/ESL Teaching and Learning Second Language Acquisition and Learning

Abstract

It is commonly recognized that, for lecturers of English as a Foreign Language (EFL) in a university setting, the goal of their teaching is to develop learners' ability to communicate appropriately in this language. This means that teaching practices should pay attention not only to the key features of the linguistic system of English, but also to its pragmatic norms since lack of this knowledge may impede communication. Consequently, language learners need to be exposed to appropriate input in the classroom. In order to help lecturers in this task, it is the aim of this paper to present a learner-based instructional method designed to develop learners' pragmatic ability when using request mitigating devices in EFL. The rationale behind the selection of this pragmatic feature is discussed in the paper together with an explanation of the proposed teaching method.

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References

1987Politeness : Some Universals in Language Usage 1991Teaching English as a second or foreign language 1999Politeness: Some universals in language use 1981TEACHING THE SPOKEN LANGUAGE 1994Interlanguage Pragmatics: Requests, Complaints, and Apologies 1981Politeness Markers in English and German 1992Politeness Phenomena in England and Greece: A Cross-Cultural Perspective 1999Culture in Second Language Teaching and Learning

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2020An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English 2010Linguistic mitigating devices in American and Jordanian students' requests 2015A contrastive study of apologies performed by Greek native speakers and English learners of Greek as a foreign language 2010What lies beneath?: Verbal report in interlanguage requests in English 2011Delving into Speech Act of Suggestion: A Case of Iranian EFL Learners

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