We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
This chapter investigates the perceived adequacy of the discourse of gratitude. It reports on a study in which questionnaires were administered to native speakers of English with experience as university lecturers. These questionnaires explored the envisaged impact on the addressee of foreign language learners’ written speech acts of thanking, the relevance of given textual-strategic features to the communicative effectiveness of speech acts of thanking, and the texts’ linguistic and textual problem areas relatable to the writers’ L1 background. The English lecturers expressed their likely cognitive, emotional, and behavioural responses to the learners’ writing, and indicated that they attributed importance to, and held the writers responsible for, logic and coherence, consideration of the addressee’s circumstances, and reader-friendliness. They identified two types of inadequacies: inaccuracy (e.g., deviations from linguistic norms), and inappropriateness (e.g., incongruity between text and co(n)text). The argument is put forward that language learners could enhance their interactional skills by adopting an other-oriented communicative perspective on their discourse, considering the interlocutor’s interactional rights, expectations, and foreseeable reactions.
Recommend this
Email your librarian or administrator to recommend adding this to your organisation's collection.