Abstract
With the introduction of the notion of communicative competence to second-language learning and teaching (Canale and Swain 1980), and the recognition of the role of pragmatic competence within it (Bachman 1990; Bachman and Palmer 1996), interlanguage pragmatics (ILP) research has gained in popularity. However, with a few notable exceptions (Achiba 2002; Barón Parés 2012; Ellis 1992; Rose 2000 and Rose 2009), ILP research has focused almost exclusively on adult learners, and even with that learner group, studies of pragmatic development have been comparatively rare (Kasper and Rose 2002). The present study set out to address a generally neglected area in ILP research: developmental patterns in speech acts – more specifically, the development of requests in young Norwegian EFL learners. The aims of the study were to identify specific request strategies that emerge at different stages of development and to explore learners’ sensitivity to social power as a contextual factor. Three age groups of pupils (8, 10, and 12 years old) participated in this cross-sectional study. The data were collected through a short structured interview and role plays and analyzed in terms of the level of directness, the types of head acts, and their internal and external modification (Blum-Kulka et al. 1989). While the results revealed clear patterns of pragmalinguistic development with regard to the complexity of head acts and the use of alerters, supportive moves, and downgraders, little evidence of sociopragmatic development was found in the data. This exploratory study opens a number of avenues for further exploration of pragmatic development in young EFL learners.
About the author
Milica Savić is an Associate Professor in the Department of Cultural Studies and Languages, University of Stavanger, Norway. She has recently published a monograph entitled Politeness through the prism of requests, apologies and refusals: A case of advanced Serbian EFL learners, as well as a number of research papers. Her research interests include interlanguage pragmatics, interlanguage phonology, and linguistic politeness.
Acknowledgments
I would like to express my gratitude to all the teachers and pupils who found the time to participate in my study and to the school principal for being open to cooperation. Also, I would like to thank the anonymous reviewers for their insightful comments.
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Appendix 1: Interview guide
Do you watch cartoons in English?
If yes, how often?
(Almost) every day
Sometimes (two to three times a week)
Never
What are your favorite cartoons?
Do you play video games in English?
If yes, how often?
(Almost) every day
Sometimes (two to three times a week)
Never
What are your favorite video games?
Do you use English outside your English classroom, e.g., at home with your parents, at school to talk to a friend who does not yet speak Norwegian, or with friends outside of school?
How often?
Appendix 2: Background information
Exposure to English through cartoons/films.
| Group | (Almost) every day | 2–3 times a week | Never |
| 2nd grade | 5 | 7 | 6 |
| 4th grade | 3 | 13 | 4 |
| 6th grade | 6 | 14 | 0 |
| Total | 14 (24.1%) | 34 (58.6%) | 10 (17.2%) |
Exposure to English through video games.
| Group | (Almost) every day | 2–3 times a week | Never |
| 2nd grade | 7 | 3 | 8 |
| 4th grade | 6 | 9 | 5 |
| 6th grade | 3 | 10 | 7 |
| Total | 16 (27.6%) | 22 (37.9%) | 20 (34.5%) |
Exposure to English outside the English classroom.
| Group | With one parent | Sometimes at home/with friends | On holiday | Never |
| 2nd grade | 2 | 6 | 7 | 3 |
| 4th grade | 2 | 11 | 2 | 5 |
| 6th grade | 3 | 5 | 5 | 7 |
| Total | 7 (12.1%) | 22 (37.9%) | 14 (24.1%) | 15 (25.9%) |
Appendix 3: Role-play tasks for second-graders
Appendix 3a
Appendix 3b
Appendix 4: Role-play tasks for fourth- and sixth-graders
Appendix 4a
SCHOOL PARTY
PUPIL A
It is the end of the school year and you are planning to organise a school party for all your classmates. You need some help from a friend and from your English teacher.
SCHOOL PARTY
PUPIL B
It is the end of the school year and you are planning to organise a school party for all your classmates. You need some help from a friend and from your English teacher.
Appendix 4b
©2015 by De Gruyter Mouton
