Abstract
An area of intercultural pragmatics (ILP) that has been investigated extensively is the ability of learners to understand and use indirect and polite language in performing speech acts. ILP studies that have investigated learners’ ability to modify speech acts have shown that learners tend to use fewer and less varied modifiers than native speakers (Faerch and Kasper 1989; Hendriks 2002). To date, however, few studies have investigated
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