Mitigating Difficult Requests in the Workplace: What Learners and Teachers Need to Know
2007; Wiley; Volume: 41; Issue: 4 Linguagem: Inglês
10.1002/j.1545-7249.2007.tb00104.x
ISSN1545-7249
AutoresGillian Wigglesworth, Lynda Yates,
Tópico(s)EFL/ESL Teaching and Learning
ResumoTESOL QuarterlyVolume 41, Issue 4 p. 791-803 Mitigating Difficult Requests in the Workplace: What Learners and Teachers Need to Know GILLIAN WIGGLESWORTH, GILLIAN WIGGLESWORTH University of Melbourne Melbourne, Australia Gillian Wigglesworth is Head of the School of Languages at the University of Melbourne, Melbourne, Australia. Her research focuses on language acquisition, both first and second, and language testing and assessment, and she is widely published in these areas. She has worked for many years with ESL teachers through her involvement with the Adult Migrant English Program Research Centre.Search for more papers by this authorLYNDA YATES, LYNDA YATES La Trobe University Melbourne, Australia Lynda Yates is a senior lecturer in TESOL and applied linguistics at La Trobe University and a senior researcher with the Adult Migrant English Program Research Centre. She has taught in a wide range of settings in the United Kingdom, Egypt, France, Armenia, and Australia, and conducts research in areas related to adult language learning and teaching and the professional development of teachers.Search for more papers by this author GILLIAN WIGGLESWORTH, GILLIAN WIGGLESWORTH University of Melbourne Melbourne, Australia Gillian Wigglesworth is Head of the School of Languages at the University of Melbourne, Melbourne, Australia. Her research focuses on language acquisition, both first and second, and language testing and assessment, and she is widely published in these areas. She has worked for many years with ESL teachers through her involvement with the Adult Migrant English Program Research Centre.Search for more papers by this authorLYNDA YATES, LYNDA YATES La Trobe University Melbourne, Australia Lynda Yates is a senior lecturer in TESOL and applied linguistics at La Trobe University and a senior researcher with the Adult Migrant English Program Research Centre. She has taught in a wide range of settings in the United Kingdom, Egypt, France, Armenia, and Australia, and conducts research in areas related to adult language learning and teaching and the professional development of teachers.Search for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1545-7249.2007.tb00104.xCitations: 9 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics. Language Learning, 49, 677–713. 10.1111/0023-8333.00105 Web of Science®Google Scholar Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13–32). Cambridge: Cambridge University Press. 10.1017/CBO9781139524797.005 Google Scholar Bardovi-Harlig, K., & Hartford, B.-S. (1996). Input in an institutional setting. Studies in Second Language Acquisition, 18, 171–188. 10.1017/S027226310001487X Google Scholar Beal, C. (1992). Did you have a good weekend? Or why there is no such thing as a simple question in cross-cultural encounters. Australian Review of Applied Linguistics, 15, 23–52. 10.1075/aral.15.1.02bea Google Scholar Beal, C. (1994). Keeping the peace: A cross-cultural comparison of questions and requests in Australian English and French. Multilingua, 13(1–2), 35–58. 10.1515/mult.1994.13.1-2.35 Google Scholar Blum-Kulka, S., & House, J. (1989). Cross-cultural and situational variation in requesting behaviour. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 123–154). Norwood, NJ: Ablex. Google Scholar Hall, J. K. (1999). A prosaics of interaction: The development of interaction competence in another language. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 137–151). Cambridge: Cambridge University Press. Google Scholar Hinkel, E. (1996). When in Rome: Evaluations of L2 pragmalinguistic behaviors. Journal of Pragmatics, 26, 51–70. 10.1016/0378-2166(95)00043-7 Web of Science®Google Scholar Holmes, J. (1984). Modifying illocutionary force. Journal of Pragmatics, 8, 345–365. 10.1016/0378-2166(84)90028-6 Web of Science®Google Scholar House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18, 225–252. 10.1017/S0272263100014893 Google Scholar Roberts, C., Davies, E., & Jupp, T. (1992). Language and discrimination. London: Longman. Google Scholar Rose, K. R., & Kasper, G. (2001). Pragmatics in language teaching. Cambridge: Cambridge University Press. 10.1017/CBO9781139524797 Google Scholar Rose, K. R., & Ng, C. (2001). Inductive and deductive teaching of compliments and compliment responses. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 145–170). Cambridge: Cambridge University Press. 10.1017/CBO9781139524797.013 Google Scholar Siegal, M. (1996). The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17, 356–382. 10.1093/applin/17.3.356 Web of Science®Google Scholar Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 200–222). Cambridge: Cambridge University Press. 10.1017/CBO9781139524797.015 Google Scholar Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–109. 10.1093/applin/4.2.91 Web of Science®Google Scholar Trosborg, A. (2003). The teaching of business pragmatics. In A. Martinez Flor, E. Usó Juan, & A. Fernandez Guerra (Eds.), Pragmatic competence and foreign language teaching (pp. 247–281). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I. Google Scholar Wierzbicka, A. (1997). Understanding cultures through their key words: English, Russian, Polish, German and Japanese. New York: Oxford University Press. Google Scholar Wigglesworth, G. (2001). Influences on performance in task-based oral assessments. In M. Bygate, P. Skehan, & M. Swain (Eds.), Task based learning (pp. 186–209). London: Addison Wesley Longman. Google Scholar Wildner-Bassett, M.-E. (1994). Intercultural pragmatics and proficiency: "Polite" noises for cultural appropriateness. International Review of Applied Linguistics in Language Teaching, 32, 3–17. 10.1515/iral.1994.32.1.3 Web of Science®Google Scholar Yates, L. (2005). Negotiating an institutional identity: Individual differences in NS and NNS teacher directives. In K. Bardovi-Harlig. & S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk (pp. 67–98). Mahwah, NJ: Lawrence Erlbaum. Google Scholar Yates, L., & Wigglesworth, G. (2005). Researching the effectiveness of professional development in pragmatics. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 261–279). New York: Springer. 10.1007/1-4020-2954-3_15 Google Scholar Citing Literature Volume41, Issue4December 2007Pages 791-803 ReferencesRelatedInformation
Referência(s)