This study aims to investigate the apology speech act strategy employed by Japanese language learners at intermediate level and pragmatic transfer from L1 L2 that occurs. The data for this were gathered using Discourse Completion Test (DCT), which examined four situations focusing on relationships with interlocutors. subjects of 53 learners. collected then classified into eight strategies or se...

Abstract In this study we examine the linguistic complexity and lexical properties of discourse associated with second person singular forms address (2PS) in Spanish spoken Medellín, Colombia. This variety exhibits use a tripartite system 2PS, which voseo , tuteo ustedeo are used, sometimes interchanged, according to sociopragmatic factors. By means completion task (DCT), 672 responses were col...

This study was a cross-sectional investigation into the request strategies used by Iranian learners of English as a Foreign Language and Australian native speakers of English. The sample involved 96 BA and MA Persian students and 10 native speakers of English. A Discourse Completion Test (DCT) was used to generate data related to the request strategies used by each group. Selection of request s...

Although intonation has been traditionally associated with the expression of attitudes and intentions on the part of the speaker, little is known about whether sociopragmatic factors, such as power or social distance, or situational ones, like physical distance or insistence, can constrain the use and felicity of pitch contours. This article investigates the felicity conditions underlying the c...

this paper reports on the findings of a study designed to investigate the cultural and social complexities governing the compliment responses among the persian native speakers. 200 persian respondents took a 24-item discourse completion task (dct) while 15 native field workers were also set responsible for collecting the examples of complimenting exchanges they either observed or participated i...

The present study aims to investigate the relative effectiveness of different types of pragmatic instruction including two collaborative translation tasks and two structured input tasks with and without explicit pragmatic instruction on the production of apologetic utterances by low-intermediate EFL learners. One hundred and fifty university students in four experimental groups and one control ...