APLNG 482-Assignment 3 Jenna Jinyoung Hwang, Nannan Mei, Duo Pan September 30, 2016

Our assignment comprises four parts. In table 1, we categorize all the requests in the emails. In table 2, we do a simple statistics of the

frequency of three categories of directness and syntactic and lexical modifiers between native speakers and non-native speakers. Then

we do some analysis based on these two tables. In the last part, we discuss about how the non-native speakers use sub-request to

further explain their main request.

Table 1.

Letter Original Sentences Direct Conventionally Indirect Hints

Number
1 Now I'm thinking about registering Would you (syntactic modifier-past Now I'm thinking
for 3 credits in an Independent Study tense, lexical modifier-consultative (syntactic modifier-
instead. Would you please think devices) please (lexical modifier- progressive aspect,
about the possibility of taking me as please) think about the possibility lexical modifier-
a student in an Indepedent Study (lexical modifier-downtowners) of subjectivizers) about
with you? taking me as a student in an registering for 3 credits
Indepedent Study with you? in an Independent
Study instead

I also need some guidance with my Direct Need Statement:

MA paper, a professor to review my I also need some (lexical
writings and guide me through the modifier-hedges)
paper. guidance with my MA
paper.
If you say "no" I can totally If you say "no" I can totally(lexical
 understand, but if you accepted me
in Independent Study would you
please tell me about the rules of
Independent Study, such as how I
will be graded, how often we should
meet, etc.
2 As you know I have been sick during
the final 3 weeks.
I wonder whether I could ask you
this kind of question or not.
However, I would like to develop this
project thoroughly in the near
future. So could you change my
grade to a deferred grade to develop
this proposal?
3 There is one thing that I sort of need
your help.
So I am wondering if you could share
your time to develop and narrow
down my topic.
If so, could you let me know your
office hour when I can come over
and ask you about the topic?
modifier-uptoners) understand, but if
you accepted me in Independent
Study [mediation or balance between
the positive and negative, not too
face threatening]
would you (syntactic modifier-Past
tense) please (lexical modifier-
consultative device, please ) tell me
about the rules of Independent Study,
such as how I will be graded, how
often we should meet, etc.
However, I would like to develop this Mild Hint:
project thoroughly in the near future. I wonder (lexical
So could you (syntactic modifiers-past modifier-subjectivizer)
tense) change my grade to a deferred whether I could
grade to develop this proposal? (syntactic modifier-
past tense) ask you this
kind of question or not.
Hint:
As you know I have
been sick during the
final 3 weeks.
Direct Need Statement:
There is one thing that I
sort of (lexical modifier-
understaters) need your
help.
So I am wondering (lexical modifier-
subectivizer, syntactic modifier -
present progressive) if you could
(Syntactic modifier-past tense, lexical
modifier-consultative devices) share
your time to develop and narrow

4 Today, I am writing to ask you a
permission to take internship next
semester
I'm afraid that Dr. Soandso
forwarded my email to you.
I would like to take internship course
in Spring. How can I register the
course?
5 I would like to ask you if I can have
an extension of my paper
They are not able to do the
interviews until this Friday. Because
one of the excerpts I used was
from one of these two participants '
(activity),
So I would like to ask you if I can
hand in my paper next Monday
(Specific date).
down my topic.
If so, could you let me know (syntactic
modifier-past tense, lexical modifier-
consultative devices) your office hour
when I can come over and ask you
about the topic?
Direct Want Statement: I would like (syntactic modifiers- past
Today, I am writing tense) to take internship course in
(syntactic modifiers- Spring. How can I register the course?
progressive aspect) to
ask you a permission to
take internship next
semester
Direct Want Statement:
I would (syntactic
modifier-past tense) like
to ask you if I can
(lexical modifier-
consultative devices)
have an extension of my
paper
So I would like (syntactic modifier- They are not able to do
past tense) to ask you if I can (lexical the interviews until
modifier-consultative devices) hand in this Friday. Because
my paper next Monday (Specific date). one of the excerpts I
used was from one of
these two participants '
(activity),
6 so hope to apply for the position.
But the problem is it requires three
letters of recommendation.
So I was wondering if I could ask you
to write a recommendation letter for
me.
7 I wanted to try to meet with you to
discuss my last paper that I recieved
a 74 on so that I could figure out the
mistakes and we could discuss how
to go about improving them before
the next final draft paper is due.
If you could get back to me with a
date or time that would be good for
you.
8 Could I turn in my paper for
qualitative research on Monday?
So I was wondering (syntactic so hope to apply for
modifier-present progressive, lexical the position. But the
modifier-subjectivizer) if I could problem is it requires
(syntactic modifier- past tense, lexical three letters of
modifier- consultative devices) ask recommendation.
you to write a recommendation letter
for me.
Direct Want Statement:
I wanted (syntactic-past
tense) to try to meet
with you to discuss my
last paper that I
recieved a 74 on so that
I could figure out the
mistakes and we could
discuss how to go about
improving them before
the next final draft
paper is due.
Direct Expectation
Statement:
If you could (syntactic,
past tense, consultative
devices) get back to me
with a date or time that
would be good for you.
Could I (syntactic modifier-past tense)
turn in my paper for qualitative
research on Monday?
I could (syntactic-past tense) leave it

9 I was just wondering if you
would be willing to fill out a
recommendation for my term
abroad application?
I feel as though you would still be
the best person to ask for this
recommendation though. I hope
that you will be able to do it for me.
10 I just wanted to write to you to ask if
you would be so kind as to write a
letter of recommendation for me.
in your mailbox, or send it as an email
attachment. [strong expectation by
providing options and show
politeness]
Direct, Performative: I was just wondering (syntactic
I feel (lexical modifier- modifier-past progressive) if you
subjectivizer) as though (lexical modifier-consultative devices)
(lexical modifier- would be willing (syntactic-progressive
downtoners) you would tense, lexical modifier-consultative
(syntactic modifier-past devices) to fill out a recommendation
tense) still be the best for my term abroad application?
person to ask for this
recommendation
though (lexical modifier-
downtowner).
I hope (lexical
modifiesr-subjectivisier,
consultative devices)
that you will be able to
do it for me.
I just wanted (syntactic modifier-past
tense, lexical modifier-subjectivizer) to
write to you to ask if you (lexical
modifier-consultative devices) would
be (syntactic modifier-past tense) so
kind (lexical modifier-uptoner) as to
write a letter of recommendation for
me.
 I would so greatly appreciate it if you
would send a letter to me that I can
add to my repertoire.
I would (syntactic modifier-past tense)
so greatly appreciate (lexical modifier-
uptoner) it if you would (syntactic
modifier-past tense) send a letter to
me (via e-mail or regular post) that I
can add to my repertoire.

New Sub-Categories-Conventionally Indirect

[mediation or balance between the positive and negative, not too face threatening]
If you say "no" I can totally understand, but if you accepted me in Independent Study

[strong expectation by providing options and show politeness]

I could leave it in your mailbox, or send it as an email attachment.

[Direct Question for Request]

I would like to take internship course in Spring. How can I register the course?

Table II.

Direct Indirect Hints

Number of Direct Sentences Number of Number of Number of Number of Number of
Syntactic and Indirect Syntactic and Hint-Sentences Syntactic
Lexical Sentences Lexical and Lexical
Modifiers Modifiers Modifiers
NS Total 4 9 5 14 0 0
Number
Average 1 2.25 1.25 3.5 0 0
Number
NNS Total 4 5 10 23 7 4
Number
Average 0.66 0.83 1.66 3.83 1.16 0.66
Number

From the table 1, we can see that all request sentences fit into the existing categories-direct, conventionally indirect and hint. However,

the categories of direct, indirect and hint dont cover all the requests. So some new sub-categories were added. All the emails include

requests with different level of directness. We cannot attribute the levels of directness to either the influence of syntactical or lexical

aspects. From table 1, we can see the syntactic and lexical modifiers work together to mitigate the effect of imposition. This mitigation

makes these requests show more characteristics of direct request, indirect request, and hint. With the information we get, we do our

analysis from two perspectives -the readers and the writers.

From the readers perspective, first we read the ten emails and figure out the main requests according to the different meanings and

contexts. When we have all the requests, we use the coding categories developed by Blum-Kulka, House, and Kasper (1989) for the

CCSARP project, and put the main requests in the emails into three different categories. The three main categories are direct,

conventionally indirect and hint, and we also added direct question for request, mediation of positive and negative, and strong

expectation as sub-categories into the category of conventionally indirect. The following are the three examples: How can I register

the course (direct question request)? If you say "no" I can totally understand, but if you accepted me in Independent Study (mediation

or balance between the positive and negative, not too face threatening). I could leave it in your mailbox, or send it as an email
attachment (strong expectation by providing options and show politeness). The different ways of imposition of requests reveal

different levels of directness. Then within each distinct category, we analyzed the request sentences into levels of syntactic and lexical

modifiers, which the writers use to mediate the effect of directness. When analyzing the syntactic and lexical modifiers, we also add

uptoners into the lexical modifiers. Here are the examples: I just wanted to write to you to ask if you would be so kind (uptoners) as

to write a letter of recommendation for me. I think that you have experience with both my language skills and my teaching skills, and I

would so greatly appreciate (uptoners) it if you would send a letter to me (via email or regular post) that I can add to my repertoire. If

you say "no" I can totally (uptoners) understand, but if you accepted me in Independent Study.

From writers perspective, we try to figure out the differences between native-speakers and non-native speakers especially the process

of thinking and writing. Firstly, as what we can see from table 2, the non-native speakers use more hints than native speakers. In four

emails of the native speakers, zero hint is used. In six emails of the non-native speakers, four emails use hints (The hints include 7

sentences). The non-native speakers prefer to talk about the backgrounds, histories and reasons before they propose requests. For

example, in second e-mail, the student writes As you know I have been sick during the final 3 weeks, it implies that he doesnt try

his best when he writes the proposal. Therefore, he asks the professor to regrade his proposal. In contrast, native speakers are willing

to make request in the beginning of the email. For instance, in email 8, the student writes Could I turn in my paper for qualitative

research on Monday?. He just proposes the request directly without providing any hints. We guess the difference between native-

speakers and native speakers may influenced by their own culture. For example, non-native speakers might think using hints is polite

and acceptable while non-native speakers believe that making request without hint will meet professors expectation.
Secondly, the non-native speakers use more syntactic and lexical modifiers than native speakers when they make indirect requests,

from table 2, we can see that non-native speakers may spend more time on lexicons and syntactic for appropriateness and politeness in

specific contexts in which professors and students own different powers during interaction. They may feel nervous and confused when

they make requests for professor because they are not confident with their English proficiency and they are not familiar with American

culture. In contrast, for native speakers, they may not think much about syntactic and lexical components. Since they have higher level

of English proficiency and they know American culture well. They feel more confident for the usage of lexicons and syntactic and

write in a more relaxing way.

When imposing requests, non-native speakers try to be euphemistic and express their meaning in an indirect way. In email 1, when the

student gives hint first, then proposes his/her main request indirectly, and finally proposes another two requests to further explain the

purpose, which is a salient characteristic of non-native speakers. For example, Now I'm thinking about registering for 3 credits in an

Independent Study instead (hint). Would you please think about the possibility of taking me as a student in an Indepedent Study with

you? (main request). I also need some guidance with my MA paper, a professor to review my writings and guide me through the paper

(request 2). If you say "no" I can totally understand, but if you accepted me in Independent Study, would you please tell me about the

rules of Independent Study, such as how I will be graded, how often we should meet, etc. (request 3)