The impact of prep class education on effective English requestive e-mails written by students in Turkey
Вантажиться...
Дата
2021
Автори
Науковий керівник
Назва журналу
Номер ISSN
Назва тому
Видавець
КПІ ім. Ігоря Сікорського
Анотація
For the past years, cross-cultural and interlanguage pragmatics have focused on native and nonnative speech act descriptions, and only a small number of studies have investigated the preparatory class
effect involved in speech act productions. To bridge the gap, this study aims to investigate the degree of
directness and amount of lexical / phrasal internal and external modifications of requestive e-mails
employed by 25 first grade students of English Language and Literature department with preparatory
education and 25 first grade students of English Language and Literature department without preparatory
education in their in a state university. It also aims to explore whether there is a difference between two
groups according to the degree of imposition while making requests. The participants were given
discourse completion tests in e-mail format including two different situations with low and high
imposition levels and asked to write two requestive e-mails to their non-native professor. Based on the
percentages and frequencies, the students with preparatory class education were compared to the students
without preparatory class education, with respect to their usage of request strategies, lexical/phrasal
internal modification and external modification. The results indicated that these two groups had both
similarities and differences with respect to the degree of directness, the amount of internal and external
modifications. In Turkey, learners of English as a foreign language (EFL) with and without prep class
education employed more direct strategies in both situations. However, the group without prep class
education employed more conventionally indirect strategies than the group with prep class education.
None of the participants used non-conventionally indirect strategies. The group with prep class education
used more internal modification than the group without prep class education. The most common internal
modification was the consultative device in both groups. As for external modification, the group with prep
class education utilized more supportive moves than the group without prep class education. Grounder
was the most preferred supportive move by both groups.
Опис
Ключові слова
academic e-mails, requestive e-mails, direct and indirect strategies, Turkish EFL students, prep class education, навчальні електронні листи, електронні листи-запити, прямі та непрямі стратегії, турецькі студенти, які вивчають англійську мову, передвища підготовча освіта
Бібліографічний опис
Begüm Bacak. The impact of prep class education on effective English requestive e-mails written by students in Turkey / Begüm Bacak // Advanced Linguistics. – 2021. – № 7. – Pр. 12-25. – Bibliogr.: 19 ref.