By Machiko Achiba
This booklet examines the purchase of requests in English via a seven- year-old eastern lady in the course of her 17-month place of dwelling in Australia. The learn makes a speciality of the linguistic repertoire to be had to the kid as she makes an attempt to make requests and fluctuate those to fit various objectives and addressees. This publication is helping resolve positive factors of pragmatic improvement within the kid's interlanguage, a topic approximately which we but comprehend little or no.
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Extra resources for Learning to Request in a Second Language: A Study of Child Interlanguage Pragmatics (Second Language Acquisition 2)
1980: 8)). These examples show that the older children did not assume that the addressee had the object and would give it to them. g. ’ (1980: 5). Tags were not used by the children below the third grade. Gordon et al. (1980) note that the presence of this qualification among older children may reflect their wish to make clear that the questions were not meant as requests for information. Data from both Ervin-Tripp and Gordon (1986) and Gordon et al. (1980) above show that children become aware of the perspective of others around age eight.
In the actual request of this particular example, the address term ‘mum’ was not used. It is inserted here, however, to show the possible parts which can occur in a request. 10. The complexity within this example will be explored further in Chapter 8 (Modification). 11. A ‘rubber’ means an eraser in Australian English. 12. House and Kasper (1981) also distinguish these two types of ‘preparatory conditions’ strategy. 13. We thank Gabi Kasper for the insight into how to label them (personal communication, May 1996).
G. ‘don’t … please’) were addressed to peers. In situations where the children were asking a favour, request forms became more indirect than those produced in the other situations. Requests addressed to adults were significantly more indirect than those to younger children. However, there was no significant difference in the request forms used to peers as opposed to adults and younger children. McTear (1980) investigated the requests of two girls over the period of two years from ages 3;8 and 4;0 to 5;9 and 6;1 and provided evidence showing that children vary their request forms according to addressee.