Students Writing Emails to Faculty: An Examination of E-Politeness among Native and Non-Native Speakers of English
Students Writing Emails to Faculty: An Examination of E-Politeness among Native and Non-Native Speakers of English
复制标题
学生给教师写电子邮件：英语母语者和非英语母语者的电子礼貌检查
DOI：
--
复制
发表时间：
2007
影响因子：
3.8
通讯作者：
S. Biesenbach
中科院分区：
文献类型：
--
作者：
S. Biesenbach
本研究考察了美国一所主要大学的英语母语和非英语母语的研究生在几个学期内向教师发送的电子邮件请求，并应用Blum-Kulka，House和Kasper（1989）的言语行为分析框架-定量地区分直接性的水平，即语用清晰度;定性地比较了本族语者和非本族语者的句法和词汇礼貌手段、请求视角以及具体的语言请求实现模式。结果表明，更多的请求是通过直接策略和暗示来实现的，而不是通常在比较言语行为研究中发现的间接策略。礼貌公约在电子邮件中，一个纯文本的媒介，在学术机构层次结构的指导很少，似乎是一个正在进行的工作，和母语人士表现出更多的资源，在创建电子礼貌的消息，他们的教授比非母语人士。一个可能的途径，教学干预方面的教学和收购的礼貌惯例，在层次向上的电子邮件通信。
The study examines email requests sent by native and non-native English speaking graduate students to faculty at a major American university over a period of several semesters and applies Blum-Kulka, House, and Kasper’s (1989) speech act analysis framework ‐ quantitatively to distinguish levels of directness, i.e. pragmatic clarity; and qualitatively to compare syntactic and lexical politeness devices, the request perspectives, and the specific linguistic request realization patterns preferred by native and non-native speakers. Results show that far more requests are realized through direct strategies as well as hints than conventionally indirect strategies typically found in comparative speech act studies. Politeness conventions in email, a text-only medium with little guidance in the academic institutional hierarchy, appear to be a work in progress, and native speakers demonstrate greater resources in creating e-polite messages to their professors than nonnative speakers. A possible avenue for pedagogical intervention with regard to instruction in and acquisition of politeness routines in hierarchically upward email communication is presented.