Cross-Cultural Communication and Interlanguage Pragmatics: American vs. European Requests.

Autor/inn/en	Cenoz, Jasone; Valencia, Jose F.
Titel	Cross-Cultural Communication and Interlanguage Pragmatics: American vs. European Requests.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Comparative Analysis; Contrastive Linguistics; Cultural Differences; Discourse Analysis; English; English (Second Language); Foreign Countries; Higher Education; Intercultural Communication; Interlanguage; Language Patterns; Language Research; Language Variation; Linguistic Theory; Native Speakers; North American English; Pragmatics; Second Languages; Sociocultural Patterns; Spanish + Suchen Sie Ihr Suchwort? Collegestudent; Linguistics; Kontrastive Linguistik; Kultureller Unterschied; Diskursanalyse; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Zielsprache; Sprachmodell; Sprachstruktur; Sprachforschung; Sprachenvielfalt; Linguistische Theorie; Muttersprachler; Amerikanisches Englisch; Pragmalinguistik; Second language; Zweitsprache; Soziokulturelle Theorie; Spanisch
Abstract	A study comparing the request strategies of native and non-native speakers of English and Spanish is reported. Subjects were 29 American and 78 European students with varied first languages, enrolled in English and Spanish courses at the University of the Basque Country (Spain). Data were obtained using a general background questionnaire and a discourse completion task. Results show some differences in the use of request strategies by Americans and Europeans, in both English and Spanish. Americans use more direct and fewer conventionally indirect strategies than European speakers in English, and use fewer mitigating supportives in both English and Spanish. Non-native European English appears to have some pragmatic characteristics closer to British English than American English. Use of mitigating supportives by Europeans was much higher than previously reporting in research. In the case of Spanish requests, an opposite pattern emerged, with learners using conventionally indirect strategies and mitigating supportives less often than native speakers. Results suggest that second language learners and native speakers are aware of the different situations and use different degrees of directness according to context. Implications for the teaching of English as a second language are examined. Contains 36 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC