"At Your Earliest Convenience:" A Study of Written Student Requests to Faculty.
"At Your Earliest Convenience:" A Study of Written Student Requests to Faculty.
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“在您方便的时候：”对学生向教师提出的书面请求的研究。
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
K. Bardovi
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文献类型：
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作者：
B. Hartford;K. Bardovi
一项研究分析了在一年的时间里随机收集的大学生（n=34名以英语为母语的人，65名非英语为母语的人）给教师的电子邮件请求。我们分析了这些请求对接受请求的教员和非接受请求的教员所产生的情感反应，分析了所使用的语言形式，包括缓和语，分析了对教员施加压力的程度，分析了内容，包括对时间框架的引用。结果表明，与积极影响的请求相比，具有消极影响的请求通常表现出对相关各方权利和义务的不同解释：消极影响的请求通常比教师承担的更大的遵守义务。通常具有积极影响的请求在形式上也与具有消极影响的请求不同。这些信息的内容也存在差异，特别是在对收信人的强制程度的承认、与请求有关的时间限制的方式和表达以及对请求的解释方面。NNSs在其负面影响的请求中较少使用降级，更多地使用个人时间需求，并且比NNSs更少地承认对教师的强迫。(MSE ) *********************************************************************** 复制品由EDRS是最好的,可以从原始文档。*********************************************************************** “在您最方便的时候：”对学生向教师Beverly S. Hartford Kathleen bar多维- harlig提出的书面请求的研究复制和传播本材料的许可已由教育资源信息中心（ERIC） 2美国教育部教育研究和改进教育资源信息中心（ERIC）批准源自发起它的人或组织。为了提高复制质量，已经做了一些小改动。本文件中陈述的观点或意见不一定代表OERI的官方立场或政策。这篇论文分析了学生给教员的电子邮件请求。这篇论文分析了学生给教员的电子邮件请求。这些请求由教师评估对收件人的积极或消极影响。分析表明，与积极影响请求相比，那些具有消极影响的请求通常表现出对相关各方权利和义务的不同解释：消极影响请求通常比教师承担更大的遵守义务。此外，一般具有积极影响的要求在形式上与具有消极影响的要求不同。在电文的内容方面也出现了差异，特别是在对地址的强制程度的确认方面，在提出与请求有关的时间限制的方式方面，以及在对请求的解释方面。NSs和NNSs在形式上的区别在于NNSs在负面影响的请求中使用的降级者较少。在内容上，护士比护士更频繁地使用个人时间需求，并且比护士更少地承认对教师的要求。本文着眼于自然数据中英语母语和NNSs的请求：学生向教师提出的实际书面请求。虽然存在相当广泛的关于请求的文献，包括跨文化和中介语言数据（Beebe等，1990;Blum-Kulka & House， 1989等），但关于机构设置中的请求的研究很少。在本文中，我们讨论了这些要求，与我们之前关于机构语言的工作保持一致，其中机构角色和地位在确定适当的语言形式方面发挥着作用。所有的请求都是从地位较低的说话者（学生）到地位较高的说话者（教师），并且它们涉及与这些参与者互动的学术背景相关的主题（Bardovi-Harlig & Hartford, 1990）。尽管这些要求通常是制度上认可的，但它们仍然构成威胁行为（FTAs），因为它们试图让教师做一些他或她本来可能不会做的事情（Brown和Levinson， 1978）。此外，尽管在大多数情况下，本文中调查的请求是在学生的权利范围内提出的，因此在这个意义上不会使他们失去地位，但教师不一定有义务遵守（BlumKulka & House, 1989, p. 146）。因此，在提出这样的要求时，学生们冒着自己的积极面孔和教师的消极面孔的风险。由于教师有权力采取可能严重影响学生生活的行动，因此确保教师对他们进行积极评估符合学生的最大利益。通过执行一种强加于教师的行为，他们可能会把自己置于某种危险之中。因此，学生必须能够判断这些要求的强加程度，考虑到相关各方的权利和义务，并选择最有效的方式来影响Beverly S. Hartford和Kathleen bar多维- harlig在制定请求时的行为，同时解决相关各方的表面需求。
A study analyzed electronic-mail requests from college students (n=34 native speakers of English/NSs, 65 non-native speakers/NNSs) to faculty, randomly gathered over the period of a year. The requests were analyzed for the affective response they produced both on the faculty recipient and on a non-recipient faculty member, and for linguistic forms used, including mitigators, for degree of imposition on the faculty member, and for content, including references to time frames. Results indicate that requests that had a negative affect generally demonstrated a different interpretation of the rights and obligations of the parties involved than positive-affect requests: negative-affect requests frequently assumed a greater obligation to comply by the faculty than the faculty member assumed. Requests with positive impact in general also differed formally from those with negative impact. Differences also appeared in the messages' content, especially in acknowledgement of the degree of imposition to the addressee, in the manner and presentation of time constraints related to the request, and in explanations for the requests. NNSs used fewer downgraders in their requests with negative impact, used personal time needs more often, and acknowledged imposition on the faculty members less often than NSs. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "AT YOUR EARLIEST CONVENIENCE:" A STUDY OF WRITTEN STUDENT REQUEST'S TO FACULTY Beverly S. Hartford Kathleen Bardovi-Harlig PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE, "AT YOUR EARLIEST CONVENIENCE:" A STUDY OF WRITTEN STUDENT REQUESTS TO FACULTY Beverly S. Hartford Kathleen Bardovi-Harlig This paper analyzes e-mail requests from students to faculty. The requests were evaluated by the faculty for their positive or negative affect on the addressee. The analysis showed that those requests which had negative affect generally demonstrated a different interpretation of the rights and obligations of the parties involved than the positive affect requests: the negative affect requests frequently assumed a greater obligation to comply by the faculty member than did the faculty member. In addition, those requests with positive impact in general differed formally from those with negative impact. Differences also appeared in the content of the messages, especially in acknowledgements of the degree of imposition to the addresses, in the manner of presentation of time constraints related to the request, and in explanations for the requests. NSs and NNSs differed formally in that the NNSs used fewer downgraders in their requests with negative impact. In content, the NNSs used personal time needs more often than NSs, and acknowledged the imposition of the request on the faculty less often than the NSs. INTRODUCTION This paper looks at requests of native and NNSs of English in natural data: actual written requests from students to faculty. While there exists a fairly extensive literature on requests, including cross-cultural and interlanguage data (Beebe, et al, 1990; Blum-Kulka & House, 1989, inter alia), little work has been done on requests in institutional settings. In the present paper, we discuss such requests in keeping with our previous work on institutional language, where institutional roles and status play a part in determining the appropriate forms of language. All of the requests are from lower-status addressors (students) to higher-status addressees (faculty), and they involve topics related to the academic context in which these participants interact (Bardovi-Harlig & Hartford, 1990). Although the requests are generally institutionally sanctioned, they still constitute face threatening acts (FTAs), because they attempt to get the faculty member to do something he or she might not otherwise do (Brown and Levinson, 1978). Moreover, although in most cases the requests investigated in this paper were within the students' rights to make, and so in that sense do not put them out-of-status, it is not necessarily true that the faculty member has the obligation to comply (BlumKulka & House, 1989, p. 146.) Thus, in making such requests students risk their own positive face and the faculty's negative face. Since the faculty have institutional power to act in ways that can seriously affect students' lives, it is in the best interest of the students to assure that the faculty have positive assessments of them. By performing an act which imposes on the faculty, they may put themselves in some jeopardy. As a result, students must be able to judge the degree of imposition of such requests, to take into account the rights and obligations of the parties involved, and to choose the most effective ways to 56 Beverly S. Hartford and Kathleen Bardovi-Harlig influence the faculty's behavior in the formulation of the request while addressing the face needs of the parties involved.