Learning How to Request in an Instructed Language Learning Context

The Editor: Eva Alcon Soler, senior lecturer at the University Jaume I, Spain, has been working on discourse and language learning since 1993. Her research focuses on interlanguage pragmatics, lingua franca communication, interaction and second language acquisition. Her publications include Intercultural language use and language learning (with M. Pilar Safont), Investigating pragmatic learning, teaching and testing in foreign language contexts (with Alicia Martinez Flor). She was guest editor of several special journal issues.

Contents: Eva Alcon Soler: Introduction - Eva Alcon Soler: Pragmatics in Instructed Language Learning Contexts - Maria Pilar Safont Jorda: The Speech Act of Requesting - Esther Uso-Juan: A Pragmatic-focused Evaluation of Requests and their Modification Devices in Textbook Conversations - Mari Carmen Campoy Cubillo: Requests in Spoken Corpora: Some Implications for Corpus as Input Source in the Classroom - Ana Fernandez-Guerra: Requests in TV Series and in Naturally Occurring Discourse: A Comparison - Elina Vilar Beltran: The Use of Mitigation in Role-play Activities: A Comparison Between Native and Nonnative Speakers of English - Patricia Salazar Campillo: Task Analysis on Mitigation in the Speech Act of Requesting: Discourse Completion Task and Role-play - Otilia Marti Arnandiz: Grammatical and Pragmatic Competence in EFL Contexts: Do they Really Go Hand in Hand? - Alicia Martinez-Flor: The Effect of an Inductive-deductive Teaching Approach to Develop Learners' Use of Request Modifiers in the EFL Classroom - Victoria Codina Espurz: The Immediate vs. Delayed Effect of Instruction on Mitigators in Relation to the Learner's Language Proficiency in English.