Стратегии вежливости в электронных письмах студентов

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Цель настоящей работы - изучение с позиций теории вежливости электронных писем англоязычных и неанглоязычных студентов магистратуры, отправляющих задания своим преподавателям, и выявление различий в стратегиях вежливости в данном речевом акте. Теоретическую основу исследования составили теория вежливости Браун и Левинсона (1987) и теория достижения взаимопонимания (Spencer-Oatey2002, 2008). Материалом исследования послужили 105 писем сорока англоязычных и неанглоязычных студентов. Опираясь на метод анализа речевых актов (Merrison, Wilson, Davies, &Haugh, 2012), мы рассматривали как основной речевой акт подачи задания, так и вспомогательные элементы письма - вступление, так называемый small talk и завершающие фразы. Наше исследование показало, что, несмотря на представление о том, что компьютерные технологии ограничивают возможности межличностного общения (Duthler 2006), помимо основного речевого акта, студенты широко использовали вспомогательные структурные элементы письма для передачи межличностных отношений.

Об авторах

- Зохре Ислами Р

Педагогический колледж Техасского университета A&M

Email: zeslami@tamu.edu
Кафедра преподавания, обучения и культуры

- Вэй-Хонг Ко

Педагогический колледж Техасского университета A&M

Email: shaun37@tamu.edu
Кафедра преподавания, обучения и культуры

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© Зохре Ислами Р -., Вэй-Хонг Ко -., 2015

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