The Pragmatics of Requests and Apologies -- Editorial page -- Title page -- LCC data -- Table of contents -- List of tables -- Acknowledgments -- 1. Introduction -- 2. Acquisitional issues in pragmatics -- 2.1 Pragmatic competence -- 2.1.1 Communicative competence -- 2.1.2 Defining pragmatic competence -- 2.2 Speech acts -- 2.3 Requests and apologies -- 2.3.1 Requests -- 2.3.2 Apologies -- 2.4 Developmental patterns -- 2.5 Interlanguage Pragmatics (ILP) -- 2.6 Single-moment studies -- 2.6.1 Research methods -- 2.7 Developmental studies -- 2.7.1 Universal pragmatic principle -- 2.7.2 Developmental studies: Cross-sectional -- 2.7.3 Developmental studies: Longitudinal studies -- 2.8 Pragmatic transfer -- 2.9 Cognitive studies -- 2.10 Conclusion -- 2.11 Research questions and significance of the study -- 3. Methodology -- 3.1 Description of the context -- 3.1.1 Teaching and learning practices -- 3.2 Participants -- 3.3 Instruments -- 3.3.1 Pilot study -- 3.4 Data analysis -- 3.4.1 Requests -- 3.4.2 Apologies -- 3.4.3 Coding -- 3.4.4 Quantitative analysis -- 3.4.5 Qualitative analysis -- 4. Analysis of results -- 4.1 Requests: Quantitative findings -- 4.1.1 Direct strategies -- 4.1.2 Conventionally indirect strategies -- 4.1.3 Non-conventional indirectness strategies -- 4.1.4 Length of requests -- 4.2 Requests: Qualitative analysis -- 4.2.1 Direct strategies -- 4.2.2 Conventional indirect strategies -- 4.2.3 Non-conventional indirectness strategies -- 4.2.4 Opt out -- 4.2.5 Follow up 'requests' -- 4.2.6 Length of requests -- 4.2.7 Influence of contextual factors -- 4.3 Internal and external modifiers: Quantitative findings -- 4.3.1 Internal modifiers -- 4.3.2 External modifiers: Alerts -- 4.3.3 External modifiers: Supportive moves -- 4.4 Internal and external modifiers: Qualitative analysis -- 4.4.1 Internal modifiers.

4.4.2 External modifiers: Alerts -- 4.4.3 External modifiers: Supportive moves -- 4.4.4 Contextual factors -- 4.5 Apologies: Quantitative findings -- 4.5.1 IFID -- 4.5.2 Internal IFID -- 4.5.3 Taking on responsibility -- 4.5.4 Explanation or account -- 4.5.5 Offer of repair -- 4.5.6 Promise of forbearance -- 4.5.7 Distracting from the offence -- 4.5.8 Length of apologies -- 4.6 Apologies: Qualitative analysis -- 4.6.1 Expression of apology -- 4.6.2 Statement of remorse -- 4.6.3 Internal IFIDs -- 4.6.4 Taking responsibility -- 4.6.5 Explanation or account -- 4.6.6 Offer of repair -- 4.6.7 Promise of forbearance -- 4.6.8 Distracting from the offence -- 4.6.9 Opt out -- 4.6.10 Length of apologies -- 4.7 Modifiers: Quantitative findings -- 4.7.1 Alerts -- 4.7.2 Modality markers -- 4.8 Modifiers: Qualitative analyses -- 4.8.1 Alerts -- 4.8.2 Modality markers -- 4.8.3 Influence of contextual factors -- 4.9 Combination and sequence of apology strategies -- 5. Summary of findings -- 5.1 Requests -- 5.1.1 Language learners' use of request strategies -- 5.1.2 Syntactic patterns -- 5.1.3 Internal modifiers -- 5.1.4 External modifiers -- 5.2 Apologies -- 5.2.1 Taking on responsibility -- 5.2.2 Explanation or account -- 5.2.3 Offer of repair -- 5.3 Opt out and length of requests and apologies -- 5.4 Syntactic and lexical downgraders -- 5.5 Combination and sequence of apology strategies -- 6. Conclusions -- 6.1 Restricted grammatical knowledge does not prevent pragmatic competence from developing -- 6.2 Available knowledge of grammar is necessary to develop pragmatic competence -- 6.3 High levels of grammatical competence do not necessarily enable high levels of pragmatic compete -- 6.4 Limitations and suggestions for further research -- 6.5 Pedagogical implications -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Name index.

Subject index.