Request Speech Research Articles

요청화행 ‘V-어 주십사 하-’ 구문의 기능과 특징

요청화행 ‘V-어 주십사 하-’ 구문의 기능과 특징

Requestive Speech Acts Realization Patterns: Observation from Persian

Without knowing the speech act functions, it would be difficult to make correct requests in a language. Studies in pragmalinguistics have shown that conventionally direct and indirect requestive patterns are perceived differently in different speech communities. This study investigates the perception of the requestive speech acts by Persian native speakers to determine the socially appropriate requestive patterns in Persian. It also examines whether there is any relationship between the use of the requestive patterns and contextual factors, namely relative power, distance, and rank of imposition. To these ends a total of 24 situations designed in the form of a questionnaire were used for written elicitation. The results show that Persian native speakers consider direct request strategy when accompanied with modifiers as an appropriate norm of making request in situations where interlocutors are socially intimate and where the speaker is more powerful than the hearer. On the basis of the results of the study, examining and investigating the notions of directness and appropriateness should be based on cultural norms and expectations as well as rational linguistic behavior.

The Relation Between Pragmatic Awareness and Realization of Requests Among Non-Native English Instructors

Language acquisition requires the learners to develop their pragmatic competence so that they are able to comprehend and produce the language as a mean of conveying meaning that is understandable by certain strategy or manner. Foreign language learners with lack of pragmatic awareness realized inappropriate target language. This study, therefore, was aimed to describe the English instructors’ pragmatic awareness and realization in requests, and how the awareness relates to the realization. The study used a descriptive qualitative in order to describe and elaborate the pragmatic awareness and realization of request speech acts among the 12 representations of non-native English instructors studying English Education in Graduate Program of State University of Semarang. Multiple Discourse Completion Task (MDCT) and role play were used in collecting data. Triangulation that included English native speaker’s analysis was also used in order to enhance the validity of the data. The result of the study shows that the participants’ awareness was high in the term of power relation but lower in ranking of imposition and social distance. Power relation was the social factor that mostly influenced the choices of request strategies in the oral production of requests. It is, therefore, concluded that there is causal relation between pragmatic awareness and its realization.

Chinese Korean L2 learners’ pragmatic competence development - Focusing on request and denial speech act -

Chinese Korean L2 learners’ pragmatic competence development - Focusing on request and denial speech act -

Request Strategies in Everyday Interactions of Persian and English Speakers

Cross-cultural studies of speech acts in different linguistic contexts might have interesting implications for language researchers and practitioners. Drawing on the Speech Act Theory, the present study aimed at conducting a comparative study of request speech act in Persian and English. Specifically, the study endeavored to explore the request strategies used in daily interactions of Persian and English speakers based on directness level and supportive moves. To this end, English and Persian TV series were observed and requestive utterances were transcribed. The utterances were then categorized based on Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Pattern (CCSARP) for directness level and internal and external mitigation devises. According to the results, although speakers of both languages opted for the direct level as their most frequently used strategy in their daily interactions, the English speakers used more conventionally indirect strategies than the Persian speakers did, and the Persian speakers used more non-conventionally indirect strategies than the English speakers did. Furthermore, the analyzed data revealed the fact that American English speakers use more mitigation devices in their daily interactions with friends and family members than Persian speakers.

A Comparative Study of Request Speech Acts in Badrudi, Persian, and English

<p>This study was an attempt to delve into how requestive speech acts were realized in English, Persian, and Badrudi by EFL Persian students at the upper-intermediate level who spoke Badrudi as well. To collect the required data three versions of a Discourse Completion Test in English, Persian and Badrudi were administered to the research sample (N=40). The collected data was codified and analyzed with regard to social power and distance as two contextual variables and further statistical procedure was run to sustain or reject the research hypotheses. The analysis of the data revealed that the presence of power in interactions influences the request realization by the participants as there were differences among the most frequent strategies in English, Persian, and Badrudi. Moreover, with respect to the presence of social distance the comparison among request strategies in English, Persian, and Badrudi indicated the participants opt for different strategies as the most frequent strategies. The results also revealed that with the presence of power and distance direct strategies were the most frequent ones, conventionally indirect ranked second and indirect strategies were used as the least frequent strategies in English, Persian, and Badrudi.</p>

The Effect of Using Video Games on EFL Learners' Acquisition of Speech Acts of Apology and Request

This article presents a discussion about the inclusion of video game based pragmatic competence instruction as a facilitative tool to develop interlanguage pragmatic competence of Iranian EFL learners' acquisition of speech acts of apology and request. The question this article is intended to answer includes: whether using video game as a facilitative tool for developing interlanguage pragmatic competence have any effect on EFL learners’ acquisition of speech acts of apology and request or not. To answer this question, 40 Iranian intermediate EFL learners were selected via administering the Oxford Placement Test (OPT). Following the Jianda Liu pragmatic competence test (2004) that made test of apology and request speech acts were administered as the pre-test before the targeted speech acts were instructed to them for 8 sessions. The post-test of apology and request speech acts were then administered and data were analyzed via calculating ANCOVA and Mann-Whitney U test. The results indicated that the video game-based instructed EFL classroom showed positive progress in acquisition of apology and request speech acts.

A Comparison of the Effects of Dictogloss and Oral Dialogue Journal Techniques on Iranian EFL Learners Acquisition of Request Speech Act

This study aimed at comparing the effect of dictogloss and oral dialogue journal on the Iranian EFL learners? pragmatic competence in terms of acquisition of request speech act during an eight weeks instruction period. To begin with, the two experimental groups were homogenized by a proficiency test and then pretested by a request speech act test. The results obtained through a written DCT administered to 120 Iranian EFL learners indicated that both group?s request speech- acts effective, but dictogloss were group was significantly better than that of oral dialogue journal group. Taguchi (2006) rating scale of pragmatic competence was used to rate the learners? performance on the pretest and posttest. According to this classification, the development process involved 5 steps. Eventually, the EFL learners answer sheets were assessed by allocating a score to each step. It is hoped that the findings of this study could add to the body of knowledge in pragmatics in general and to our understanding of EFL context in particular.

A Comparison of the Effects of Dictogloss and Oral Dialogue Journal Techniques on Iranian EFL Learners Acquisition of Request Speech Act

This study aimed at comparing the effect of dictogloss and oral dialogue journal on the Iranian EFL learners? pragmatic competence in terms of acquisition of request speech act during an eight weeks instruction period. To begin with, the two experimental groups were homogenized by a proficiency test and then pretested by a request speech act test. The results obtained through a written DCT administered to 120 Iranian EFL learners indicated that both group?s request speech- acts effective, but dictogloss were group was significantly better than that of oral dialogue journal group. Taguchi (2006) rating scale of pragmatic competence was used to rate the learners? performance on the pretest and posttest. According to this classification, the development process involved 5 steps. Eventually, the EFL learners answer sheets were assessed by allocating a score to each step. It is hoped that the findings of this study could add to the body of knowledge in pragmatics in general and to our understanding of EFL context in particular.

A Study on the Aspects that Korean Learner’s Difference in Language and Culture Interferes with the Understanding of Expressions: With a Focus on Request Speech Acts

A Study on the Aspects that Korean Learner’s Difference in Language and Culture Interferes with the Understanding of Expressions: With a Focus on Request Speech Acts

TINDAK TUTUR PADA ANAK-ANAK USIA 7 TAHUN 10 BULAN:

Events of speech act used by children to make requests to the partner said. Used speech acts using forms bemacam-wide in a communication event, the speakers did not always just mean to get something from the parner he said, but also to maintain good relations with partner and he said it that interaction degan running smoothly.Found a request speech acts used by childern with a wide range, which is not said directly to the target, there are 3 event with speech and speech acts reasons / argument there are three event said. Based on the author’s observations, the authors found an indirect speech act with the mode of seduction and threats.

An Analysis of the Requests Presented in English Conversation Textbooks for EFL Learners

The aim of this study is to investigate how request speech acts are presented in English conversation textbooks published for Korean high school students. For the purpose of this investigation, six textbooks were analyzed in terms of the type and the amount of request strategies, internal modification and external modification. In order to examine how accurately these requests, as presented in the textbooks, reflect the socio-cultural reality of language use, a questionnaire was administered to 20 native English speakers using 11 request scenarios taken from one textbook. The results of this study reveal that in terms of the directness level, conventionally indirect strategies are used most frequently, followed by direct strategies and lastly, non-conventionally indirect ones. In order to mitigate the impositive force of these requests, internal modification is used much more frequently than external modification. The analysis of the textbook and questionnaire data also reveal several significant issues regarding the presentation of request speech acts, including a heavy reliance on only a couple of devices, the exorbitant use of directives as deviated from the target language use, and a lack of external modifiers and the elaborate request forms used. Based on these findings, this study offers practical suggestions for presenting request speech acts more appropriately, from a pragmatic perspective.

The Effectiveness of Social Distance on Requests

This essay is an attempt to explain one of the fundamental discourse analysis theories in the field of politeness: Brown and Levinson's face-saving theory. They divide the face into positive and negative then they formulate five politeness strategies the speaker can use when the person faces any of the face threatening acts. The aim of this paper is to investigate how this theory can be adapted and applied to interview using requests. In addition, the essay will identify the strategies of request and politeness phenomena in producing a request speech act. It will record a 10-minute interviews with an Australian native speaker of English and an Indonesian nonnative speaker about topics of interest to the participants. The study will show how the social distance, the power that the speaker wield on the hearer and the imposition of the request on the hearer impact forming the request sentence.

The Effectiveness of Social Distance on Requests

This essay is an attempt to explain one of the fundamental discourse analysis theories in the field of politeness: Brown and Levinson's face-saving theory. They divide the face into positive and negative then they formulate five politeness strategies the speaker can use when the person faces any of the face threatening acts. The aim of this paper is to investigate how this theory can be adapted and applied to interview using requests. In addition, the essay will identify the strategies of request and politeness phenomena in producing a request speech act. It will record a 10-minute interviews with an Australian native speaker of English and an Indonesian nonnative speaker about topics of interest to the participants. The study will show how the social distance, the power that the speaker wield on the hearer and the imposition of the request on the hearer impact forming the request sentence.

The Effect of Explicit Instruction on Pragmatic Competence Development; Teaching Requests to EFL Learners of English

Pragmatic competence is one of the aspects of language that provides many challenges for EFL learners. L2 learners need to develop their pragmatic competence in order to use language appropriately according to the socio-cultural norms of the L2 community. And, this may be achieved through treatment they receive from their teachers. The issue explored in this study was the investigation of the effect of explicit instruction of pragmatic level on appropriate performance of request speech act across two proficiency levels with regard to two social variables of status and distance. To this end, pre-posttest design with experimental and control group was administered. Data were collected using a Discourse Completion Test (DCT). The selection of requestive situations in DCT was based on two mentioned social variables. The results revealed that explicit instruction is a facilitative tool to develop L2 learners’ pragmatic competence. Moreover, it was found that L2 proficiency influence on overall appropriateness of speech acts production. The findings of the current study have some implications for teachers, text book writers and curriculum designers.

The Investigation of Patterns of Iranian EFL learners’ Request Speech Act in Three Different Levels

Abstract. The present study is an investigation of Iranian EFL learners’ request speech act among learners with different English proficiency. This study attempts to find out the request strategies and also the degree of familiarity among three levels of participants according to Lakoff (1973) taxonomy. In order for the Iranian EFL learners’ language proficiency in the use of request speech act to be argued, the discourse completion test (DCT) was used. The DCT included six authentic request situations. The total number of students who took part in this study were 231 at three levels of MA (master of art), BA (bachelor of art), and UI (upper intermediate of institute). Based on the Z ratio test, the degree of formality and also the participants’ request strategies were analyzed. The results revealed that there are significant differences in the use of patterns among three levels of participants and also the degree of familiarity according to the levels of student changed but significantly most of learners tend to used deference taxonomy which showed medium degree of familiarity.

Polite Request Among the Akyem Speech Community in Ghana

This paper investigates into various ways by which native speakers of the Akyem Twi dialect of the Akan Language of Ghana make polite request and how social variables such as age, gender and socio-economic status influence their request making. An ethnographic research approach to qualitative design was employed and the research participants of twenty were randomly selected using the purposive sampling technique of which their responses from the interview and the observation to the topic problem were submitted to content analysis. The findings indicate that the strategy for polite request is the indirect strategy. Comparatively, the Akyem speech community equally prefers the conventional indirect strategy as the most polite strategy of request speech act as the other speech communities in Ghana. Also, social variables such as age, gender and socio-economic status influence request making yet equal status contradicts some findings in relation to familiarity. Again, Ghanaians have one condition that warrants request which is not part of the existing one; they believe that the individual granting the request should be trustworthy. Moreover, there were new interesting findings in this study.It was foundout that non-conventional indirect strategy has some natural features which make it different from the conventional strategy and more like the direct strategy, even though they are all indirect strategies.

The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons

Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students’ English language learning. Participants’ discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with Spanish as their home language (L1) and English as their second language (L2). Students used significantly higher rates of L2 academic language forms as measured by linguistically specific and complex literate language features and language-facilitative speech acts during classroom drama, as compared with conventional ELA lessons. The classroom teacher used more dialogic discourse, as measured by increased rates of requestive and responsive speech acts during drama, as compared with conventional ELA lessons. The findings indicate that the contextualization of ELA content through classroom drama contributed to participants’ dialogic use of specific and complex academic discourse forms over a conventional ELA setting. The implications of arts-integrated instruction for education practice, research, and policy are discussed.

The Effect of Explicit Metapragmatic Instruction on Request Speech Act Awareness of Intermediate EFL Students at Institute Level

This study deals with the application of the pragmatics research to EFL teaching. The need for language learners to utilize a form of speech acts such as request which involves a series of strategies was significance of the study. Although defining different speech acts has been established since 1960s, recently there has been a shift towards empirical studies which focus on perception and production of various speech acts by EFL or ESL learners. The present article reveals the researcher’s interest in a set of strategies in which native speakers of target language use for performing speech activities. The study intended to enhance EFL learners’ awareness of request speech act by teaching the materials used for speech acts. To achieve the aim, the teacher used some sorts of educational activities such as teacher-fronted discussions; role plays, cooperative grouping, and other pragmatically oriented tasks were used to increase the learning of speech acts. Discourse Completion Test was developed as a pretest and posttest to measure the effects of instruction on the pragmatic awareness of the students. The results revealed a significant difference between the pretest and posttest scores of the use of request speech act in experimental group.

A Pragmatic Study of Requestive Speech Act by Iranian EFL Learners and Canadian Native Speakers in Hotels

This study was an attempt to shed light on the use of requestive speech act by Iranian nonnative speakers (NNSs) of English and Canadian native speakers (NSs) of English to find out the (possible) similarities and/or differences between the request realizations, and to investigate the influence of the situational variables of power, distance, context familiarity, and L1’s (possible) influence. Participants were 4 different groups: Canadian NSs of English, Persian NNSs, Iranian hotel staff, and Iranian English learners. Data were obtained by a discourse completion test (DCT) including 12 situations and was translated into Persian to elicit the data from the Persian NNSs. Then, data were analyzed and codified based on the cross-cultural speech act realization pattern (CCSARP; Blum-Kulka & Olshtain, 1984). Findings indicated that the Persian culture is more direct and positive-politeness oriented, whereas the Canadian culture tends to be indirect and negative-politeness oriented. The Iranians revealed more variations in their request performance and were more sensitive to power differences. The Canadians were fixed and used conventionally indirect strategies in most situations.