Interlanguage Request Modification -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Modification in interlanguage requests -- References -- I think maybe I want to lend the notes from you" -- 1. Introduction -- 2. Modification in interlanguage request development -- 2.1 The nature of requests -- 2.2 Development of request modification in young learners -- 2.3 Development of request modification in adult learners -- 2.4 Development of request modification in study abroad contexts -- 3. Method -- 3.1 Participants -- 3.2 Instrument and procedures -- 3.3 Data analysis -- 4. Results and discussion -- 4.1 Internal modification -- 4.1.1 Group analysis -- 4.1.2 Individual development -- 4.2 External modification -- 4.2.1 Group analysis -- 4.2.2 Individual development -- 4.2.3 Comparison of modification according to contextual variables -- 4.2.3.1 Internal modification -- 4.2.3.2 External modification -- 4.3 Formulaic devices, ellipsis, lexical non-target forms -- 4.4 Lexical non-target forms -- 5. Summary and conclusion -- References -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Developmental patterns in internal modification in requests -- 1. Introduction -- 2. Background: Research on L2 requests with a focus on modification -- 2.1 Two early studies on requests -- 2.2 Cross-sectional developmental studies on requests: An overview -- 2.3 Longitudinal studies: An overview -- 2.4 Recent studies dealing with interlanguage request modification patterns in relation to social variables and discourse situations -- 3. Methodology -- 3.1 Participants -- 3.2 Instrumentation and procedures -- 3.3 Data analysis -- 4. Results and discussion -- 4.1 Overall syntactic downgrader use -- 4.2 Syntactic downgrader use in each situation.

4.3 An evaluation of the learners' syntactic downgraders in terms of situational variation -- 4.4 Overall lexical and phrasal downgrader use -- 4.5 Lexical and phrasal downgrader use in situations -- 4.6 An evaluation of the learners' lexical and phrasal downgraders in terms of situational variation -- 5. Conclusions -- 5.1 Limitations of the study -- 5.2 Employment of syntactic downgraders -- 5.3 Lexical and phrasal downgrader use -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- E-mail requests to faculty -- 1. Introduction -- 2. Previous research on e-mail discourse -- 2.1 E-mail discourse as a hybrid medium of communication -- 2.2 E-politeness and appropriateness in L2 e-mail requests -- 2.3 Previous research on e-mail requests in student-faculty interaction -- 2.3.1 Purposes and topics in e-mail requests -- 2.3.2 Level of imposition and degree of directness in e-mail requests -- 2.3.3 Internal modification in e-mail requests -- 3. Method -- 3.1 Data, participants, and procedures -- 3.2 Data analysis -- 4. Results -- 4.1 Low and high imposition e-mail requests -- 4.2 Internal modifications of e-mail requests -- 5. Discussion -- 5.1 Low and high imposition e-mail requests -- 5.2 Internal modification of e-mail requests -- 6. Conclusion -- References -- Interlanguage requests in institutional e-mail discourse -- 1. Introduction -- 2. Literature review -- 2.1 Interlanguage request - Strategy choices and mitigation -- 2.2 Request in e-mail discourse -- 3. Research questions -- 3.1 Pragmatic production -- 3.2 Pragmatic perception -- 4. Method -- 4.1 Participants -- 4.2 Instrument -- 4.2.1 Choice of instrument -- 4.2.2 Validation of the instrument -- 4.3 Data collection procedures -- 4.4 Data coding and analysis -- 5. Results and discussion -- 5.1 Pragmatic production - Level of directness.

5.2 Internal modification -- 5.2.1 Syntactic downgraders -- 5.2.2 Lexical/phrasal downgraders -- 5.3 External modification -- 5.4 Pragmatic perception -- 6. Methodological and pedagogical implications -- 7. Conclusion -- References -- Appendix 1 -- Part I. Personal information -- Please complete the following form by filling in or ticking (√) relevant information where applicable. -- Part II. E-DCT -- This questionnaire consists of three parts: -- Situation 1 -- Part A: Email message -- Part B: Measurement of confidence in appropriateness of language usage in email message. -- Part C: Weighing the size of imposition. -- Appendix 2 -- Modifying oral requests in a foreign language -- 1. Introduction -- 2. Internal modification, external modification and request perspective: Setting the scene -- 2.1 Previous research -- 2.1.1 Internal modification in requests: Main findings from previous research -- 2.1.2 External modification in requests: Main findings from previous research -- 2.1.2.1 Learners tend to overuse external modifiers as compared to native control groups. -- 2.1.2.2 Learners tend to opt for external rather than internal modification. -- 2.1.2.3 The grounder as the most frequent supportive move in interlanguage ­request production. -- 2.1.2.4 Intermediate learners make a wider use of external modification than lower level learners. -- 2.1.3 Request perspective -- 3. Method -- 3.1 Participants -- 3.2 Instrumentation and procedures -- 3.3 Data coding and analysis -- 4. Results -- 4.1 General modification tendencies: Lexical/phrasal downgraders, supportive moves and request perspective -- 4.2 Internal/external modification: Specific choices -- 5. Discussion -- 6. Conclusion and summary -- References -- Appendix 1 -- Appendix 2 -- Request modification by Australian learners of Indonesian -- 1. Introduction -- 2. Background.

2.1 Pragmatic acquisition -- 2.2 Modifiers -- 2.3 Second language speech act performance -- 2.4 Request sub-strategies -- 2.4.1 The query preparatory modal request -- 2.4.2 Imperative -- 2.4.3 Direct question -- 3. Method -- 3.1 Subjects -- 3.2 Procedure -- 3.3 Judgments of appropriateness -- 4. Findings and Discussion -- 4.1 Modification of query preparatory requests -- 4.1.1 Internal modification: Findings -- 4.1.2 Lack of internal modification by the learners on query preparatory requests: Discussion -- 4.1.3 External modification of query preparatory requests: Findings -- 4.1.4 Frequent and lengthy grounding by the learners on their query preparatory requests: Discussion -- 4.1.5 Development with proficiency in amount of grounding on query preparatory requests: Findings and discussion -- 4.1.6 Summary: Modification of query preparatory requests -- 4.2 Modification of imperative requests -- 4.2.1 Internal modification of imperatives: Findings -- 4.2.2 Frequent use of internal modifier -lah by learners on imperatives: ­Discussion -- 4.2.3 Summary: Modification of imperative requests -- 4.3 Modification of direct questions -- 4.3.1 Internal Modification of direct questions: Findings -- 4.3.2 External modification of direct questions: Findings -- 4.3.3 Lack of prefaces on direct questions by the learners: Discussion -- 4.3.4 Comparing modification of different request types -- 5. Conclusion -- References -- Appendix 1 -- Examining EFL learners' long-term instructional effects when mitigating requests -- 1. Introduction -- 2. Theoretical background -- 2.1 Studies examining the long-term effects of pragmatic instruction -- 2.2 Request modification devices -- 3. Methodology -- 3.1 Participants -- 3.2 Data collection procedure -- 3.3 Pragmatic teaching approach -- 3.4 Data analysis -- 4. Results and discussion -- 5. Conclusion.

5.1 Limitations of the study and future research -- Acknowledgements -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Teachability of request act peripheral modification devices in third language learning contexts -- 1. Introduction -- 2. Background -- 2.1 Communicative competence and interlanguage pragmatics -- 2.2 Instructional effects in interlanguage pragmatics -- 2.3 The speech act of requesting -- 2.4 Interlanguage pragmatics and multilingualism -- 3. Method -- 3.1 Participants -- 3.2 Data collection -- 4. Results and discussion -- 5. Conclusion and pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Appendix F -- Appendix G -- Index.