CrossCultural Study of EFL/ESL Learners’ Request Strategies

Differences in nonnative speakers’ pragmatic performance may lead to serious communication problems. Although previous research has investigated different types of request strategies employed by English as a foreign or second language (EFL/ESL) learners, little is known whether they use different or similar types of request strategies in the faculty context. Therefore, this study aimed to investigate crosscultural variation in the use of request strategies by EFL/ESL learners to their faculty. To this aim, the request strategies elicited from 38 intermediate Iranian EFL learners in Iran, 24 intermediate ESL learners in England, and 16 British native Englishspeaking teachers were examined. A discourse completion test (DCT) was used to elicit the EFL/ESL learners’ request strategies to the faculty. Frequency findings suggested preference for the use of conventionally indirect request strategies to their faculty by the participants. Moreover, chisquare results indicated that their first language (L1) had no effect on the choice of request strategies employed by such learners to their faculty. Conclusions are that EFL/ESL learners generally use more negative politeness strategies to mitigate their requests to their faculty.