Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness

The purpose of this paper is to examine the presentation of request realisation strategies in three major learner dictionaries, namely the Longman Dictionary of Contemporary English (1995), the Collins Cobuild English Language Dictionary (1995) and the Oxford Advanced Learners Dictionary (1995). In...

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Autores: Safont, Maria Pilar, Campoy, Mari Carmen
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2002
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/34016
Acceso en línea:http://hdl.handle.net/11441/34016
Access Level:acceso abierto
Palabra clave:Requests
Interlanguage pragmatics
Dictionary skills
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spelling Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness Safont, Maria Pilar Campoy, Mari Carmen Requests Interlanguage pragmatics Dictionary skills The purpose of this paper is to examine the presentation of request realisation strategies in three major learner dictionaries, namely the Longman Dictionary of Contemporary English (1995), the Collins Cobuild English Language Dictionary (1995) and the Oxford Advanced Learners Dictionary (1995). In so doing, we have followed research analysing pragmatic items in ELT materials (Boxer and Pickering, 1995; Meier, 1997; Alcón and Tricker, 2000), on the one hand, and studies on the presentation of pragmatic information in dictionaries (Zgusta, 1988; Nuccorini, 1993) on the other. Our analysis of request acts linguistic formulations in dictionaries was conducted on the basis of Trosborg's taxonomies of request strategies and request head act modification (1995) and on Bardovi-Harlig and Hartford's Maxim of congruence (1991). Results show that in line with previous studies on the presentation of pragmatic information in other ELT materials, dictionaries present pragmatic items without relating them to their actual context of language use. Furthermore, contrary to Nuccorini's assumption (1993), we have found that information about request acts in dictionaries may not be wide enough for foreign language learners to promote their ability to use the target language appropriately. Key words: requests, interlanguage pragmatics, dictionary skills. Comunidad Valenciana. Consejería de Educación y Ciencia GV- 00-147-09 Universidad de Sevilla http://hdl.handle.net/11441/34016
title Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
spellingShingle Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
Safont, Maria Pilar
Requests
Interlanguage pragmatics
Dictionary skills
title_short Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
title_full Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
title_fullStr Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
title_full_unstemmed Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
title_sort Request in learner's dictionaries: their role in foreign language users' pragmatic competence and meta-pragmatic awareness
author Safont, Maria Pilar
author_facet Safont, Maria Pilar
Campoy, Mari Carmen
author_role author
author2 Campoy, Mari Carmen
author2_role author
topic Requests
Interlanguage pragmatics
Dictionary skills
topic_facet Requests
Interlanguage pragmatics
Dictionary skills
description The purpose of this paper is to examine the presentation of request realisation strategies in three major learner dictionaries, namely the Longman Dictionary of Contemporary English (1995), the Collins Cobuild English Language Dictionary (1995) and the Oxford Advanced Learners Dictionary (1995). In so doing, we have followed research analysing pragmatic items in ELT materials (Boxer and Pickering, 1995; Meier, 1997; Alcón and Tricker, 2000), on the one hand, and studies on the presentation of pragmatic information in dictionaries (Zgusta, 1988; Nuccorini, 1993) on the other. Our analysis of request acts linguistic formulations in dictionaries was conducted on the basis of Trosborg's taxonomies of request strategies and request head act modification (1995) and on Bardovi-Harlig and Hartford's Maxim of congruence (1991). Results show that in line with previous studies on the presentation of pragmatic information in other ELT materials, dictionaries present pragmatic items without relating them to their actual context of language use. Furthermore, contrary to Nuccorini's assumption (1993), we have found that information about request acts in dictionaries may not be wide enough for foreign language learners to promote their ability to use the target language appropriately. Key words: requests, interlanguage pragmatics, dictionary skills.
publishDate 2002
format article
status_str publishedVersion
url http://hdl.handle.net/11441/34016
eu_rights_str_mv openAccess
publisher Universidad de Sevilla
institution Universidad de Sevilla (US)
collection idUS. Depósito de Investigación de la Universidad de Sevilla
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
instname_str Universidad de Sevilla (US)
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publishDateSort 2002
author_browse Campoy, Mari Carmen
Safont, Maria Pilar
publisherStr Universidad de Sevilla
score 6,9303427

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