Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared some Germanic Romance languages extensively studied this framework.Purpose study: The present paper aimed investigate role language specific cues requests by examining their perception native speakers L2 learners scenario teacher-student interaction.Methods: An experiment was conducted which L1 groups rated teacher directives on discrete 7-point scale. Three variables were controlled for experimental design: directness act (manifested choice between an imperative or interrogative construction), verbal aspect, type nuclear pitch accent.Findings: obtained data generally corroborate existing studies, demonstrating that both with Chinese do not judge as impolite direct strategies employed requests. Though participants similarly relied intonational judgements, did perform target-like evaluating aspect. Within group, usage imperfective verbs conventionally indirect constructions perceived highly salient indicator impoliteness. Conversely, size effect judgements reach significance level, implying cue is acquired through incidental learning at pre-intermediate intermediate proficiency levels.Conclusions: Taken together, these findings highlight importance explicit pragmatic instruction even students who sufficient experience studying abroad; furthermore, they outline new directions empirical from perspective pragmatics.