The Presentation and Practice of the Communicative Act of Requesting in Textbooks: Focusing on Modifiers

Usó-Juan, Esther

doi:10.1007/978-1-4020-5639-0_12

Cited by 38 publications

(28 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As for the second research question of the study, it was discovered that the sole section, labelled Language Functions, attending to the pragmatic development of the learners takes up only a negligible portion of the high school syllabus; notwithstanding, it is aimed at practicing the conventionally indirect strategy in requesting without any reference to the social distance and social power. This finding is in line with that of Usó-Juan (2007). Studying ELT textbooks, Usó-Juan (2007) concluded that the request strategies taught in the textbooks are mostly of a conventionalized type; still, contextual variables such as social distance essential for choosing the most appropriate request form are not included.…”

Section: Discussionsupporting

confidence: 77%

“…This finding is in line with that of Usó-Juan (2007). Studying ELT textbooks, Usó-Juan (2007) concluded that the request strategies taught in the textbooks are mostly of a conventionalized type; still, contextual variables such as social distance essential for choosing the most appropriate request form are not included. He maintained that the textbooks have failed to provide appropriate input to develop desirable pragmatic competence.…”

Section: Discussionsupporting

confidence: 77%

See 1 more Smart Citation

An Investigation into Iranian High School Students’ Use of Request Speech Act

panahzadeh¹

2019

ALR Journal

View full text Add to dashboard Cite

The recent advances in technology and increased opportunity for second language (L2) learners to communicate with native speakers make learning pragmatic competence and principles of appropriate language use indispensable to successful language acquisition. In view of the aforesaid fact, the present study set out to explore the most frequent strategy used by Iranian English as a foreign language (EFL) learners regarding the speech act of request and examine the effectiveness of the Iranian mainstream high school textbooks in developing pragmatic competence and language appropriacy. The target population of the study comprised a total of 142 male and female high school students. To tap the data relevant to the learners' pragmatic competence, a Written Discourse Completion Task (WDCT) was devised for the speech act of request. It's worth noting that while the original version of WDCT was in English, it was translated into Persian in order to come up with more illustrative and dependable results. The validity of the both versions were checked before their administrations. The findings of the study revealed that though the females proved to be better users of indirect strategies than males, the majority of individuals had problem making appropriate requests in terms of the social status and power of the interlocutors

show abstract

Section: Discussionsupporting

confidence: 77%

Section: Discussionsupporting

confidence: 77%

An Investigation into Iranian High School Students’ Use of Request Speech Act

panahzadeh¹

2019

ALR Journal

View full text Add to dashboard Cite

show abstract

“…Previous research on foreign and second language textbooks has focused on a range of speech acts and discourse features, including apologies ( [22]), requests ( [1], [22], [23], [24]), complaints/ commiserations ( [4], [22]), thanking ( [25]), questionanswer sequences ( [3]) and closings ( [2]). Such research has brought forward three main areas of criticism of textbook treatments of speech acts and discourse features.…”

Section: Pragmatic Input In Textbooksmentioning

confidence: 99%

Developing Pragmatic Competence Using EFL Textbooks: Focus on Requests

Barron¹

2016

LICEJ

View full text Add to dashboard Cite

show abstract

“…Nel suo studio sui mitigatori delle richieste, Salazar-Campillo (2007) rileva che i dialoghi dei manuali si caratterizzano per una frequenza e una gamma limitate di strumenti di mitigazione. L'atto linguistico della richiesta è indagato anche da Usó-Juan (2008), la quale nota che nelle attività presentate agli studenti si trovano quasi esclusivamente esempi di strategie convenzionalmente indirette. Inoltre, le attività sono focalizzate per lo più sull'acquisizione della competenza pragmalinguistica, e le informazioni contestuali sull'età, lo status, la distanza sociale e il grado di imposizione della richiesta non sono fornite né esplicitamente né implicitamente.…”

Section: La Pragmatica Nei Manuali DI L2unclassified

La pragmatica nei manuali d’italiano L2: una prima indagine sull’atto linguistico del ringraziare

Nuzzo

2013

Rev. Ital. (Online)

View full text Add to dashboard Cite

Diversi studiosi hanno messo in discussione l'appropriatezza dei manuali di L2 nel presentare agli apprendenti elementi pragmatici della linguaobiettivo. Finora i manuali di italiano non sono stati analizzati in questa prospettiva. Si è quindi deciso di condurre uno studio esplorativo, focalizzato sull'atto linguistico del ringraziare. Lo studio confronta 50 situazioni di ringraziamento prese da 17 manuali con altrettante provenienti da 3 serie televisive (26 episodi in tutto), con riferimento a elementi pragmalinguistici (strategie di realizzazione dell'atto principale e modificatori) e variabili sociopragmatiche (obiettivi del ringraziamento e distanza sociale tra i partecipanti). Sulla base di quanto emerso dalla ricerca nel settore, si assume che il ricorso al parlato televisivo come surrogato di quello spontaneo per l'analisi di alcuni elementi linguistici sia appropriato, sebbene la lingua usata in televisione non sia ovviamente la stessa che i parlanti utilizzano nel mondo reale. I risultati mostrano differenze a livello sia pragmalinguistico sia sociopragmatico tra le due fonti, suggerendo che i materiali per l'insegnamento dell'italiano L2 offrano agli studenti un input pragmatico inadeguato, almeno per quanto concerne l'espressione della gratitudine. Lo studio conferma quindi l'idea che i manuali di L2 siano di scarsa utilità nell'aiutare gli apprendenti a sviluppare la competenza pragmatica, e che insegnanti e autori di materiali didattici debbano fare affidamento meno sulla propria competenza di parlanti nativi e più sulla lingua dell'uso reale, o almeno su un suo surrogato accettabile come il parlato filmico.

show abstract

The Presentation and Practice of the Communicative Act of Requesting in Textbooks: Focusing on Modifiers

Cited by 38 publications

References 16 publications

An Investigation into Iranian High School Students’ Use of Request Speech Act

An Investigation into Iranian High School Students’ Use of Request Speech Act

Developing Pragmatic Competence Using EFL Textbooks: Focus on Requests

La pragmatica nei manuali d’italiano L2: una prima indagine sull’atto linguistico del ringraziare

Contact Info

Product

Resources

About