Interlanguage Pragmatics: Requests, Complaints, and Apologies

✍ Scribed by Anna Trosborg

• Publisher: De Gruyter Mouton
• Year: 1994
• Tongue: English
• Leaves: 612
• Series: Studies in Anthropological Linguistics; 7
• Edition: Reprint 2011
• Category: Library

✦ 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