چکیده:
Differences in nonnative speakers’ pragmatic performance may lead to serious
communication problems. Although previous research has investigated
different types of request strategies employed by English as a foreign or second
language (EFL/ESL) learners, little is known whether they use different or
similar types of request strategies in the faculty context. Therefore, this study
aimed to investigate cross-cultural variation in the use of request strategies by
EFL/ESL learners to their faculty. To this aim, the request strategies elicited
from 38 intermediate Iranian EFL learners in Iran, 24 intermediate ESL
learners in England, and 16 British native English-speaking teachers were
examined. A discourse completion test (DCT) was used to elicit the EFL/ESL
learners’ request strategies to the faculty. Frequency findings suggested
preference for the use of conventionally indirect request strategies to their
faculty by the participants. Moreover, chi-square results indicated that their
first language (L1) had no effect on the choice of request strategies employed
by such learners to their faculty. Conclusions are that EFL/ESL learners
generally use more negative politeness strategies to mitigate their requests to
their faculty.
خلاصه ماشینی:
Therefore, EFL/ESL learners should be able to utter expressions considered as contextually suitable and be aware of what constitutes proper linguistic behavior in different social contexts, which highlights the link between pragmatic competence and culture (Sachaure, 2009).
Therefore, EFL/ESL learners should have the knowledge of both linguistic and cultural variations between languages (Hassani, Mardani, & Hossein, 2011).
</H2> <H2>Literature Review</H2> Interlocutors engaged in the negotiation of face relationships during the course of social interaction employ different strategies to express a series of communicative acts in conversations, such as requesting, complaining, refusing, or accepting (Scollon &amp; Scollon, 2001).
Different from previous quantitative research designs, Lin (2009) conducted a qualitative study comparing the speech act of requests and compliments between Chinese graduate students and native English speakers in a British university.
The findings were consistent with those of Blum-Kulka and Olshtain (1984) in that both the Chinese students and the native speakers tended to employ conventionally indirect strategies in a higher percentage; however, the Chinese students were less capable of applying more complex syntactic structures to mitigate the degree of request.
Previous studies have been attempts to investigate the relationship between cross-cultural differences and EFL/ESL learners’ preferred request strategy types (e.
1 Results The purpose of this study was to determine the possible similarities and differences between EFL/ESL students in the use of request strategies to the faculty.
g. , Hassall, 2003; Jalilifar, 2009; Sun &amp; Zhang, 2008; Ueda, 2006) that found that EFL learners tend to use more conventionally indirect strategies.
A pragmatic study of requestive speech act by Iranian EFL learners and Canadian native speakers in hotels.