Lecturer perceptions of im/politeness and in/appropriateness in student e-mail requests: A Norwegian perspective

Savić, Milica

doi:10.1016/j.pragma.2017.12.005

Cited by 46 publications

(39 citation statements)

References 23 publications

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“…According to Ho (2018), previous studies investigating requests in CMC context have paid so much attention to the interaction between EFL learners and faculty, which are especially concerned with the use of pragmatic politeness in students' requests through emails sent to their faculty. These studies, according to Ho's (2018) classification, mainly discuss (a) the pragmatic failure illustrated by the students (e.g., Chejnova, 2014; Economidou-Kogetsidis, 2011); (b) the way students' use of politeness could influence faculty's perception of the students' personality (Economidou-Kogetsidis, 2016) and of the (im)politeness and (in)appropriateness of the emails (Savic, 2018); and (c) the type and quantity of resources students used when they wrote polite emails, reinforcing the necessity to pedagogically intervene in the acquisition of pragmatic politeness (Biesenbach-Lucas, 2007).…”

Section: Request and Responsementioning

confidence: 99%

Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students

Wang

2021

TPLS

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This study aims to explore the politeness strategies used in making requests and responses in computer-mediated communication (CMC) among Chinese college students and the applicability of discursive approach to such analysis. Following the steps of previous studies using discursive approach, some extracts of chat history on WeChat concerning requests and responses are selected and showed to the interlocutors. Then the interlocutors were asked to judge the conversations from the perspective of politeness. By analyzing the data, this study found that various strategies were used in order to achieve politeness in CMC, which can be associated with Brown and Levinson’s theory of politeness. This study also found that discursive approach can be applied in analyzing politeness in CMC well though it differs from face-to-face communication in some ways.

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Section: Request and Responsementioning

confidence: 99%

Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students

Wang

2021

TPLS

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“…One of the possible reasons for this situation may be that email is not a suitable communication channel for conveying feelings. As students have contacted their tutors many times to tell their excuses (Savic, 2018;Pinto, 2019), it would not be wrong to say that they have negative feelings. Already, the results of the research showed us that the students tried to convey their feelings to the message, and they received messages that included feelings from the staff.…”

Section: The Problems Encountered By Students In Emails Received From Academic and Administrative Staffmentioning

confidence: 99%

E-mail Literacy in Higher Education Academic Settings

Konuk

2021

IJELS

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The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.

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“…A felsőoktatás e-mailezési gyakorlatainak sajátosságai számos pragmatikai (Hudson 2011;Bachmann 2011;Merrison et al 2012;Danielewicz-Betz 2013;Chejnová 2014;Alsout-Khedri 2019;Savić 2018Savić , 2019, szövegtipológiai (Varga 2019) és szociolingvisztikai kutatást (Hariri 2017) inspirálnak. Az írásbeli online kapcsolattartási forma gyakorisága, az oktatásszervezésben betöltött egyre meghatározóbb szerepei, az így megvalósuló nyelvi cselekvések sokszínűsége, illetve a kultúránként eltérő gyakorlatok összehasonlíthatósága egyaránt motiválják az empirikus kutatások sokaságát.…”

Section: Bevezetésunclassified

A tanár- és a diákszerep megalkotása a pedagógusképzés e-mailezési gyakorlatában

Ludányi¹,

Domonkosi²

2020

A Nyelv Perspektívája Az Oktatásban : Válogatás a PeLiKon2018 Oktatásnyelvészeti Konferencia Előadásaiból

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Lecturer perceptions of im/politeness and in/appropriateness in student e-mail requests: A Norwegian perspective

Cited by 46 publications

References 23 publications

Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students

Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students

E-mail Literacy in Higher Education Academic Settings

A tanár- és a diákszerep megalkotása a pedagógusképzés e-mailezési gyakorlatában

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