Investigating age differences in e-mail pragmatic performance

Barón, Júlia; Ortega, Mireia

doi:10.1016/j.system.2018.08.001

Cited by 18 publications

(14 citation statements)

References 35 publications

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“…For overviews of individual differences in L2 pragmatics, see Taguchi, 2012; Takahashi, 2019. For research on age differences in email pragmatic performance, see Baron and Ortega, 2018. Given that learners’ differences also affect the way they interact with technology (e.g.…”

Section: Discussionmentioning

confidence: 99%

Technology-mediated tasks for the development of L2 pragmatics

González‐Lloret

2022

Language Teaching Research

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Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and L2 pragmatics. These studies are grouped by their main focus of investigation: (1) the task, (2) the technology, or (3) the L2 pragmatic feature. As a whole, these studies show the possibilities that tasks and technology-mediated contexts have to engage learners in discursive practices that may not be possible otherwise, exposing them to the cyberpragmatics of an ever-growing digital world. Finally, lines of new research to advance the field are suggested.

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Section: Discussionmentioning

confidence: 99%

Technology-mediated tasks for the development of L2 pragmatics

González‐Lloret

2022

Language Teaching Research

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“…Moreover, compared with the advanced group, students with lower L2 proficiency preferred IFIDs and taking on responsibility. Barón and Ortega (2018) designed a scenario to allow Catalan/Spanish EFL learners and English native speakers to write request and apology emails. They divided both learners and native speakers into younger and older groups and analyzed their pragmatic moves.…”

Section: Theoretical Background Previous Research On Email Apologiesmentioning

confidence: 99%

“…Previous email apology research predominately investigated the apologies of native speakers using authentic data (e.g., Hatipoğlu, 2004 ; Davies et al, 2007 ; Claudel, 2015 ), but employed elicited data when participants were L2 learners (e.g., Liu and Ren, 2016 ; Barón and Ortega, 2018 ). To the best of the knowledge of the authors, there has been no published research on apology strategies of L2 learners using authentic email data.…”

Section: Introductionmentioning

confidence: 99%

Use of Apology Strategies in Emails by Chinese Learners of English: Evidence Based on Naturally Occurring Data

Chen

Wei

2022

Front. Psychol.

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Using a data set of 30 authentic institutional emails written by Chinese college students to their native English teacher, this article investigates the frequency and combinations of apology strategies used by English as a Foreign Language (EFL) learners in natural contexts. Drawing on the coding framework adapted from previous studies, this article carries out a fine-grained analysis of apology behaviors of Chinese EFL learners when they offended their teacher for various reasons. Results revealed that the most frequently used strategy was illustrative force indicating devices (IFIDs), and “IFIDs + taking on responsibility” ranked the most frequent combination. Among IFID sub-strategies, an expression of regret had the highest frequency. In addition, a new strategy—request for a chance to repair—was identified, which was used by Chinese learners to show their respectful and pious attitude when a more serious offense was made to their teacher. Findings from the study indicate that Chinese EFL learners tend to use culture-specific apology strategies in academic contexts. This study has pedagogical implications for EFL pragmatics instruction in Chinese contexts and also second language pragmatics instruction tailored for native Chinese learners in English-speaking countries.

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“…Many studies are concerned with a certain sociopragmatic choice, such as opening and closing statements (Economidou-Kogetsidis 2011), level of formality, level of politeness (Economidou-Kogetsidis 2016; Kim & Lee 2017), as well as speech act performance (Biesenbach-Lucas 2006). Researchers were also interested in age difference in e-mail writing, observing that age is a factor affecting the writers, linguistic choices, and productions (Alcón 2013; Barón & Ortega 2018).…”

Section: Theoretical Framework 21 E-mailsmentioning

confidence: 99%

“…As the most prominent elements of e-mail templates, openings and closings can also be differentiated as formal and informal. Barón and Ortega (2018) classified openings and closings according to the level of formality and familiarity in an English-speaking context into three categories: 1) familiar, which includes openings such as 'hi' or 'hello'; 2) formal, when the participants opened the e-mail with the formula 'Dear' followed by the teacher's first name or surname; and 3) extremely formal, in cases that included openings such as 'Dear Sir' or 'Dr' plus the last name of the professor.…”

Section: E-mail Openings and Closingsmentioning

confidence: 99%

The Impact of Culture and Cultural Dimensions on Studentsʼ E-Mail Correspondence – A Pilot Study

Bogdanović

Tratnik

Gak

2021

fil

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E-mail correspondence between teachers and students is common. Online communication provides students with possibilities to write to teachers directly, using a diverse level of knowledge, level of ignorance and personal beliefs. The aim of this paper is to answer whether culture and cultural dimensions (defined by Hofstede’s high and low Power Distance dimension) inﬂuence the professional correspondence between teachers and students. The small-scale corpus consists of 100 e-mails, 50 written by Slovene students in English or Slovene, and 50 by Serbian students in Serbian or English. The research investigates the choice of e-mail template, the choice of language (native tongue or language of instructions), and the norms related to politeness and power distance, with the focus on salutations, formality, polite expressions, and directness. Usage of lexical modifiers, such as downtoners, upstaters and hedges will also be investigated. The results will demonstrate that e-mails by Slovene students follow new cultural standards and have become more indirect and informal, while Serbian students write e-mails with formal salutations and direct requests following the inherited hierarchy and still unmodified cultural dimensions.

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Investigating age differences in e-mail pragmatic performance

Cited by 18 publications

References 35 publications

Technology-mediated tasks for the development of L2 pragmatics

Technology-mediated tasks for the development of L2 pragmatics

Use of Apology Strategies in Emails by Chinese Learners of English: Evidence Based on Naturally Occurring Data

The Impact of Culture and Cultural Dimensions on Studentsʼ E-Mail Correspondence – A Pilot Study

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