Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners’ Emails

Chang, Miao-Hsia; Curran, Jean E.; Hsu, Yuehkuei; Hsu, Chih-Chun

doi:10.1007/978-981-287-888-5_4

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…The five apologetic strategies identified in the CCSARP include— Illocutionary Force Indicating Device ( IFID ), taking on responsibility , explanation or account , offer of repair , and promise of forbearance . Although the developmental trajectory of the Taiwanese EFL learners’ apologizing strategies has been extensively documented (e.g., [ 26 , 27 , 28 , 29 ]), the degrees of intrinsic saliency among the different apologetic strategies remain unknown. The specific questions to be answered in the study are shown in (1):…”

Section: Introductionmentioning

confidence: 99%

On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners

Liu

Chen

2021

EJIHPE

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The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reasons (e.g., taking on responsibility/explanation or account) and offer of repair were more salient in input to those learners. Additionally, the use of the apologetic strategies taking on responsibility and offer of repair increased in the posttest. Taken together, the results indicated that higher degrees of saliency in input led to better implicit learning outcomes. The interplay between input saliency and explicit/implicit learning as well as the pedagogical implications were discussed.

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Section: Introductionmentioning

confidence: 99%

On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners

Liu

Chen

2021

EJIHPE

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“How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections

Lin¹,

Chang

Wang

2019

International Review of Applied Linguistics in Language Teaching

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The present study aimed to examine the speech act of correction produced by Chinese, Americans, and Chinese EFL learners. A total of 120 participants were asked to fill in a questionnaire with two major parts: a Scaled Response Questionnaire (SRQ) and a Discourse Completion Task (DCT). Elicited data were analyzed in terms of three perspectives: perception of face-threat, overall correction strategy use, and the use of external modifications. The results showed some similarities and differences between Chinese and Americans’ corrections. As for the EFL learners, they exhibited their interlanguage development in the perception and overall strategy use. In addition, instances of L1 pragmatic transfer were found in the learners’ use of some individual strategies and external modifications. Learners’ interlanguage development and L1 socio-cultural transfer demonstrated the multi-competence of the learners. The present study suggests that further instruction should be implemented to enrich L2 learners’ pragmatic repertoire for successful ELF communication.

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Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes

Lin¹

2020

International Review of Applied Linguistics in Language Teaching

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This study examined the effects of explicit instruction on EFL learners’ apologetic email writing in terms of comprehension, production, and cognitive processes in pragmatic performance. Participants were 30 Taiwanese EFL eighth graders who received a 10-week pragmatic training on email apologies. Research instruments were a multiple-choice test (MCT), a written discourse completion task (WDCT), and retrospective verbal reports (RVRs). The results showed that the participants obtained higher scores in the MCTs after the instruction, illustrating the facilitative effects on the learners’ comprehension of email writing. As for the production, the learners made overall progress in email writing in the posttest. Regarding the cognitive processes, analysis of the RVRs revealed that after the treatment, the learners’ pragmalinguistic awareness was promoted in their paying more attention to pragmalinguistic features and planning their email writing according to the email moves more frequently. The findings were discussed with implications for pedagogy and future research.

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Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners’ Emails

Cited by 3 publications

References 27 publications

On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners

On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners

“How Dare You Have Another Relationship!”: An analysis of cross-cultural and interlanguage corrections

Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes

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