| dc.description.abstract | The present study explores Norwegian 10th graders´ language choices in formal e-mail writing, specifically focusing on framing moves (opening and closing sequences), request strategies and contextual factors. The data consisted of both quantitative and qualitative data elicited from an electronic discourse course completion task (e-DCT) and semi-structured interviews. The data was elicited from 33 10th graders (L2 learners of English) at a Norwegian lower secondary school. The study was conducted in two stages, first the written data was obtained using an e-DCT, which involved applying for a summer job. Second, qualitive data was acquired through semi-structured interviews which aimed to elicit the learners´ reflection on contextual factors. The written data served as a foundation for the interviews.
The framing moves were analysed in terms of formality and frequency of greeting and closing terms. The study disclosed a preference for informality in both the opening and closing sequences. As for request strategies, they were analysed in terms of directness level and internal modification (both lexical modifiers, e.g., please, and syntactic modifiers, e.g., past tense and modals). The analysis revealed rather surprising results showing that the participants mostly applied the non-conventionally indirect strategy (hints) in their e-mail requests, resulting in a large number of the e-mails without explicit requests. In terms of modification, the participants mostly relied on modals and future reference, which was not surprising given that the e-DCT scenario was applying for a potential future job. The lexical modifier please was notably absent.
The interviews revealed that the participants considered unequal power relationship and social distances as influential in their e-mail writing. They also showed a concern for how their e-mails would influence the recipients´ evaluation of their personality. While an indication of a discrepancy between awareness and actual language performance was detected, signs of previous pragmatic instructions the participants had received was found. It was especially apparent in greetings and leave-taking terms. | |