Interlanguage Pragmatics

Requests, Complaints, and Apologies

Anna Trosborg

• Publisher: De Gruyter Mouton
• Year: 2011
• Print ISBN: 9783110144680
• eBook ISBN: 9783110885286
• Edition: 1
• Topic: Languages & Linguistics
• Subtopic: Historical & Comparative Linguistics
• Index: Languages & Linguistics

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Table of contents

• 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