Interlanguage Pragmatic Development: Internal and External Modification in L2 Arabic Requests

Autor/in	Al Masaeed, Khaled
Titel	Interlanguage Pragmatic Development: Internal and External Modification in L2 Arabic Requests
Quelle	In: Foreign Language Annals, 50 (2017) 4, S.808-820 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12293
Schlagwörter	College Students; Second Language Instruction; Semitic Languages; Language Skills; Language Proficiency; Social Influences; Native Speakers; Language Usage + Suchen Sie Ihr Suchwort? Collegestudent; Fremdsprachenunterricht; Arabisch; Hebräisch; Language skill; Sprachkompetenz; Language skills; Sozialer Einfluss; Muttersprachler; Sprachgebrauch
Abstract	This study investigated the way in which American university students learning Arabic as a foreign language in the United States developed the ability to make and modify requests both internally, through an addition of mitigating or aggravating modality markers, and externally, via supportive moves before or after the main request in formal and informal situations. Data were gathered from spoken discourse completion tasks for 56 university students from four different proficiency levels. While previous studies showed that learners at lower proficiency levels relied heavily on politeness markers, lower-proficiency students in this study most frequently used grounders. Also in contrast to previous studies, the ways in which advanced learners mitigated their requests diverged from those used by Arabic native speakers. Pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01