(1)Appendix A: The Grading Criteria for the GEPT Spoken and Written Tests (Intermediate Level

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(1)Appendix A: The Grading Criteria for the GEPT Spoken and Written Tests (Intermediate Level)

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(12) Appendix B: The Learners’ GEPT Scores (Intermediate Level)

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(47) . Note. NNS-H: high-proficiency learners, NNS-L: low-proficiency learners. 249.

(48) Appendix C: The English Version of the Pre-instructional DCT. Dear all: I am a doctoral student of the English Department of National Taiwan Normal University. I am conducting a study for my dissertation. The first stage of this study is to compare the speech styles between native Chinese speakers, native American English speakers and Chinese learners of English. The expected results of this stage are to see the differences between native Americans and Chinese learners of English in the performance of making complaints. The results of the first stage are expected to serve as an instructional basis to improve Chinese learners' pragmatic competence in this aspect. The research instrument in the first stage of this study is called Discourse Completion Test (DCT), which has been widely used and highly recognized in the examination of cross-cultural pragmatic speech styles. The DCT is similar to written role plays, which requires the informants to imagine what the speaker/hearer would say under certain circumstances. In this study, there are eight scenarios of situations, which were designed to be as close as possible to the informants' daily encounters. In addition, these situations have been rigidly pilot-tested by both native speakers of English and Chinese learners of English in Taiwan. I would appreciate it very much if you could spare some time to answer this open-ended questionnaire. Without your kind assistance, this study cannot move forward. After completing this questionnaire, please return it to the contact person. If you have any further questions regarding this questionnaire, please feel free to contact me at [email protected]. Thank you very much for your cooperation. Best wishes, Yuan-shan Linda Chen. Part A: Background Information Name: ________ Gender: M F Age: _______ Use of language at Home: ____________ E-mail: ______________________ Part B: Discourse completion test Directions: You will be given 8 scenarios of situations. For each situation, write the most appropriate response in the blanks. If you feel that in certain situations, it would be more appropriate not to say anything, please put an "X" on the blanks. This is not a test of your spelling or grammar, so please try to write everything that you feel you 250.

(49) would say if you were actually in the situation. There are no standard responses to the situations, so please do not use a dictionary/book to look up responses or ask someone for help. Completed questionnaires will be stored securely and available only to the people conducting this study. The findings will be used for research purposes only. Your answers will be strictly anonymous. Thank you for your cooperation. 1. You ordered a drink at a restaurant. When the waiter brings you the drink, he spills it all over you. Your new shirt got wet. Waiter: Oh, I'm really sorry about that!! You: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. You work part time at a gas station from 6:00 to 10:00 every night. But you usually cannot go home until 12:00. You discuss this situation with your employer, Mr. Brown. You: Mr. Brown, may I talk to you now? Mr. Brown: Yes, of course. You: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. You are talking on the phone to your classmate. Your 10-year-old younger brother Peter is playing and making loud noises around the house. You can hardly hear your classmate. You: Peter! Peter! Peter: Yeah? You: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. You are waiting in line to buy movie tickets. You have been waiting for a long time. Suddenly, an old man cuts in line in front of you. You: Excuse me! Old man: Yes? You: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. You bought a T-shirt at a store. When you got home, you found that there was a small hole in it. You go to the store the next day. You want to return the T-shirt. Clerk: May I help you? You: _______________________________________________________________ ________________________________________________________________ ________________________________________________________________ 6. You teach your neighbor's child English every Wednesday night. Several times you 251.

(50) have caught the child not paying attention. Now, the child is not paying attention again and misspells the word you just taught. You: Now let's spell the word "book". B-O-O-K. Child: B-O-C-K You: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 7. You have an appointment with the chairperson of your department, whom you've never talked with before. You've been waiting for over one hour. The chairperson finally shows up, but seems to have forgotten about the appointment. You: Excuse me. May I talk to you now? Chairperson: Sure. What can I do for you? You:_______________________________________________________________ ________________________________________________________________ _________________________________________________________________ 8. You think you are old enough to have some privacy. Therefore, you told your mother not to open your letters and she agreed. Coming back from school one Friday night, you find that a letter from your friend has been opened. You: Mom! Mom! Mom: What's the matter? You: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________. 252.

(51) Appendix D: The Chinese Version of the Pre-instructional DCT. #. $. %. +. ,. : ________ - : _________ + . : / 0. #. 3. C. %. X. ® Ä. . ¦. 4 ° Ï. Ô. ). * 1. : _______. 2. 5. Ç Î. . (. & Æ. À. '. & ¯. Å µ. Ó. &. Õ. ±. ². ³. ´µ. ¶. º » ¼ ½ ; ¾ ¾ , µ ¶ · ¸ ¹ È É X.C ® X " Ð ¹ C ² ³ , À Ä " Ç ¾ .C ® . ® F ¿ Ö × Ø Ù Ú 1 !, Û Ü. 1 , . ·.

(52). ¸. ¹. . . . . Ê * Ý Þ. ". ¿. À. Á. Â. ¶. ². ³. Ì. À. ,. : , ! " # $ % & ! : _________________________________________________________ _________________________________________________________ _________________________________________________________

(53). 2 ' ( ) 8 . * 9. :. 6 + 10 , - . / 0 , 1 ! 2 # 3 + < = > ? ;. 12 4 5. 6. 7. . : $ % & , @ A B C 8 D E F ? 9 : : G B C : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3 H 8 I J K L E M N O [ \ ] ^ _ % ` I J a \ O. P. Q. H. R. S. T. U. V. W. X. Y. Z. : P Q ! P Q ! P Q : b c d ? : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4 H e f g. h. : $ % & ? r s : b c d. L. i. j. , k 2 l m n. o. ? 253. G. p. o. À. ; ~ ¦ s , Í Ñ f Ò , Í µ X ! ¹ . Ë. , . . Ã. , q r s t f u v. .

(54) : ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 5 7 ( 6. x. h. +. w. x. y T z, 6 + 7 { , 5 = y T z. w. . , W A T z v | } ~. . : | b c @ B C F ? : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ w. . 6 ' ) A = ~ . . . . %. . . ~. . , k 2 + = } ~ ] % ,. : A "" = } B-O-O-K ~:B-O-C-K : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 7 * D E : ¡ | ¢ k 2 l £ § 6 , 1 ! ¨ ^ k 2 © ª = } ¢ « . }. ~. , : ¡ ¤ ¥ ¦. : $ % & , @ A 5 8 D E F ? : ¡ : G @ 5 ¬ b c F ? : ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 8 k º » ¼ I ½ 2. ® ¾ . ¯ . Z ¿. B ). C . ° *. |. ± J À. , µ ¶ ··% 3 / ¸ ¹ V 6 , W A Á Â Ã ¹ Ä / ¸ ². ³. ´. : ·! · ! ·: b c d ? : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________. 254.

(55) Appendix E: The Pre-instructional Role Plays. Instructions: Please read the following scenarios one at a time. In each scenario, please say as you would in the real-life situation. Your responses will be video taped.. Scenario 1 You ordered a hamburger at a fast food restaurant. But when you bit into the burger, you found that there is no meat inside. You say: Scenario 2 Your boss always gives you extra work and you need to work very late every night. You discuss this situation with your boss, Mr. White. You say: Scenario 3 You share an apartment with your younger brother Paul. It was his turn to clean the apartment this morning, but when you got home late this afternoon, you find that he did not do his share of housework. The apartment is still a mess. You say: Scenario 4 You are writing your report at the computer center at your school. A teacher sitting besides you is talking loudly on the cell phone. You can hardly concentrate. You say: Scenario 5 You bought some milk from the supermarket and the next day it was sour. You take it back to the supermarket. You say: Scenario 6 You are reading the newspaper and find that your younger sister Jane has cut out many articles, making it impossible to read the newspaper thoroughly. You say: Scenario 7 You are watching a movie at the theater. An old woman sitting beside you is talking 255.

(56) loudly to her friend. You decide to talk to the lady. You say: Scenario 8 Your mother cleaned your room for you, but she rearranged everything. Now you can’t find anything. You say:. 256.

(57) Appendix F: Say It Naturally (Chapter 4) (Wall, 1988). 257.

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(73) Appendix G: The Supplementary Materials for the Instruction of Complaint. Handout 1: Politeness and Social Context. Introductions In a conversation with other people, politeness is very important. It is like “traffic rules” because it can help conversations move more smoothly. It can make other people feel happy and comfortable, and make yourself liked by other people as well. To be polite in a conversation means to say the right thing to the right person at the right time in the right way. There are two central elements in politeness: social power and social distance. Social power means that if the speaker has power over the hearer, or the hearer has power over the speaker, or the speaker and hearer have equal power. For example, you are students and I am the teacher. When you are speaking to me, you are speaking to a person who has power over you. On the other hand, when I am speaking to you, I am speaking to people who have no power over me. Social distance means that if you know the hearer or not and how close you are to the hearer. For example, John is your best friend, so you two know each other and your relationship is very close. The following table describes the different conditions of social power and social distance: Table: Conditions for social power and social distance Social contexts. Conditions. Possible relationships. Social power. high to low. employer/employee, teacher/student, parents/children, older people/younger people. low to high. employee/employer, student/teacher, children/parents, younger people/older people. equal Social distance. classmates, roommates, coworkers, friends. strangers friends. classmates, roommates, coworkers, neighbors. relatives. all the family members. Generally, if we are speaking to our employer, teacher, parents or older people, we may use polite language. Using less polite language may make others feel that we are not well educated. At the same time, when we are speaking to someone we don’t 273.

(74) know very well, we may be careful in the language we use. But when we are talking with our best friend, we may not be as careful because our friends understand us. Activities Activity 1: Brainstorm with your partner the relationships you could think of. Try to decide if the language should be more polite or less polite. The first one has already done for you. Speaker. Hearer. More polite. Student. Teacher. v. Less polite. Activity 2: Discuss with your partner how close you think you are with the hearer. Try to decide if the language should be more polite or less polite. The first one has already done for you. if the hearer is…. More polite. my best friend. Less polite v. a new neighbor my grandfather someone who asks me directions on the street my younger sister someone I greet every morning but don’t know the name. 274.

(75) Handout 2: Categories of Choices for the Act of Complaining Introduction We can complain almost everything to everyone. We may complain to our brother that he did not do his share of housework this weekend. We may also complain to our best friend that the final exam is too difficult. In this topic, we are going to talk specifically about the type of complaint as shown in the first example: how to complain to someone face to face if you think he/she has done a bad act, and you think the bad act has a bad effect on you, or you feel angry, frustrated, dissatisfied or disappointed. When you face such a bad act, please remember to think very carefully before you say something. Your complaints may make the other person feel unhappy or face-losing. They may even harm your relationship with the person. Of course, you can keep silent and say nothing, but the problem may still remain and you may not feel peace in your mind. So you need to make a rational decision. The best solution is to express your discontent without hurting your relationship with that person, if you do care about your relationship with him or her. You may not want to lose friendship with your best friend, or you may not want to lose your job because you complain to your boss, right? Here are three choices for you to make such a rational decision. First, you may not make any complaints. Second, you may make complaints indirectly. Finally, you may make complaints directly. The three choices are closely related to social power and social distance which we have just mentioned. In addition, please remember that no matter how you choose, there are advantages and disadvantages. You must try your best to make the decision to the most of your benefits. The following tells you the conditions in which you may choose not to make complaints, make complaints indirectly or make complaints directly. Do not make complaints There are certain conditions under which the speaker may not make complaints:. 275.

(76) (a) when the speaker and hearer are in a low to high relationship (e.g. student/teacher, employee/employer), (b) when the speaker is not close to the hearer (e.g. strangers or acquaintances), (c) when the speaker does not think the hearer’s act is serious, (d) when the speaker does not think the hearer is responsible for the bad act, (e) when the speaker wants to keep social harmony with the hearer, and (f) when the speaker does not want to get into troubles The advantage is that the speaker may be considered as being tactful and polite and may avoid social friction with the hearer. On the other hand, the disadvantage is that the speaker may remain frustrated with deplorable act. The situation might not get any improvements. Make complaints indirectly There are certain conditions under which the speaker may make complaints indirectly: (a) when the speaker and hearer are in a low to high relationship (b) when the speaker is not close to the hearer, (c) when the speaker tries to be polite and tactful, (d) when the speaker tries to express dissatisfaction, dislikes, annoyance, disapproval or bad consequences caused by the deplorable act, and (e) when the speaker does not want to cause too much embarrassment for the hearer The advantage of making complaints indirectly is that the hearer’s face can be saved, but the disadvantage is that the hearer may not interpret them as real complaints. Make complaints directly There are certain conditions under which the speaker may make complaints directly: (a) when the speaker and hearer are in a high to low relationship, (b) when the speaker has a close relationship with the hearer, (c) when the speaker thinks that the offense is serious, and (d) when the speaker wants to openly attack the hearer. 276.

(77) The advantage is that the speaker expresses censure clearly and leaves the hearer no room to interpret whether an actual complaint is issued or not. The disadvantage is that the speaker may cause the hearer too much embarrassment and thus risk the danger of losing a good relationship with the hearer.. Linguistic Realizations of Complaint Strategies Presentation Now, since you have already known that there are three categories of complaint choices and you know that there are advantages and disadvantages in using any of the three choices in a complaint situation. You may also have stereotypical impression of how Americans may react to a complaint situation and how Chinese may react to a complaint situation. The following table introduces the corresponding strategies of each category, together with its language functions and language forms. Table: Corresponding strategies of Do not make complaints, Make complaints indirectly and Make complaints directly Category. Strategies. Do not make Opting out. Language functions Language forms Avoiding conflict. none. Giving remarks. Don’t worry about it. complaints Make. Indirect. complaints. complaint. indirectly. general It’s ok (all right) Accidents happen. assertions with I/we as subject stating (e.g. I/We X) dissatisfaction, dislikes, annoyance, disapproval or bad consequences caused by the offense Make. Indirect. complaints. accusation. interrogating. wh-questions (e.g. Why did you X) or yes/no questions. directly. (e.g. Didn’t/Do I/you/we X), or tag questions Direct complaint. accusing. 277. assertions with you as subject.

(78) Request repair. for Asking. compensation behavior change. for Do/ Don’t do X or Can (Could) I/you X… I’d like to X… I was wondering if I/you can (could) X…. Threat. Stating immediate If you…, I’ll… …or… consequences caused by offense. The following section explains the use of each strategy in detail: Indirect complaint There are two functions of indirect complaint. The first function is to give general remarks. The typical expression in American English include It’s (That’s) ok (all right), Don’t worry about it, Accidents happen, It’s not like you meant to do it. Look at the following example: You order a drink at a restaurant. When the waiter brought you the drink, he spilled it all over you. Your new shirt got wet. Waiter: Oh, I’m really sorry about that! You: Oh, it’s ok. Don’t worry about it. The second function of indirect complaint is in the form of an assertion which shows the speaker’s dissatisfaction, annoyance or bad consequences caused by the offense. It is usually in the form of simple statement of fact with I/we as subjects. It is the function which is most frequently expressed by native speakers of American English. Look at the following example: You bought a T-shirt at a store. When you got home, you found that there was a small hole in it. You go to the store the next day. You want to return the T-shirt. Clerk: May I help you? You: I bought this shirt here the other day and there is a hole in it.. 278.

(79) Indirect accusation The function of indirect accusation is to question the hearer about the offense. Interrogation can be seen in the form of wh-questions, or yes/no questions. Look at the following example: You think you are old enough to have some privacy. Therefore, you told your mother not to open your letters and she agreed. Coming back from school one Friday night, you find that a letter from your friend has been opened. You: Mom! Mom! Mom: What’s the matter? You: Why did you open my letter?. Direct complaint The function of direct complaint is to accuse. The speaker holds the hearer responsible for the offense. It is usually in the form of assertions with You as subject. Look at the following example: You teach your neighbor’s kid English every Wednesday night. Several times you have caught the kid not paying attention. Now, the kid is not paying attention again and misspells the word you just taught. You: Now let’s spell the word “book”. Kid: B-O-C-K You: You misspelled the word.. B-O-O-K.. Request for repair In making a complaint, the speaker may also ask the hearer to repair the situation. The functions of request are either to ask the hearer to make up for the offense or to ask the learners to stop the bad act. There are a total of 9 forms in American English to make requests, ranging from the most direct to the most indirect: (a)Clean up the mess! (most direct request) (b) I am asking you to clean up the mess. 279.

(80) (c) I would like to ask you to clean up the mess. I was wondering if you could clean up the mess. (d) You’ll have to clean up the mess. (e) I really wish you’d clean up the mess. (f) How about cleaning up the mess? (g) Could you clean up the mess please? (h) You have left the kitchen in a right mess. (i) Have you taken a look at the kitchen today? (most indirect request) Most native speakers of American English would use (a), (c) and (g) to make requests in a complaint. Sometimes they would use (i) as well. Look at the following examples: You are talking on the phone to your classmate. Your 10-year-old younger brother Peter is playing and making loud noises around the house. You can hardly hear your classmate. You: Peter! Peter! Peter: Yeah? You: Quiet down or go outside! or Could you please be quiet? You work part time at a gas station from 6:00 to 10:00 every night. But you usually cannot go home until 12:00. You discuss this situation with your employer, Mr. Brown. You: Mr. Brown, may I talk to you now? Mr. Brown: Yes, of course. You: I was wondering if there is any way that I could be able to get off a little earlierrat night. You are waiting in line to buy movie tickets. You have been waiting for a long time. Suddenly, an old man cuts in line in front of you. You: Excuse me! Old man: Yes? You: The end of the line is back there.. 280.

(81) Threat Sometimes the speaker wants the hearer to know what bad result it would cause for the wrongdoing. In this case, threat will be used. You teach your neighbor’s kid English every Wednesday night. Several times you have caught the kid not paying attention. Now, the kid is not paying attention again and misspells the word you just taught. You: Now let’s spell the word “book”. B-O-O-K. Kid: B-O-C-K You: If you continue to mess around I will have to call your mother.. Activities. Practice 1 Work in pairs. roles.. Read the above dialogues with your partner, and then exchange the. Practice 2 Choose what you think Americans would probably say in the following situation:. a. b.. Why did you come so late? We have a meeting at 11:30. Don’t you remember? I had scheduled an appointment to meet with you, and I’ve been waiting for over 281.

(82) an hour.. a. You cut in ahead of me in line, sir. b. The back of the line is over there.. I have been waiting here all day.. a. Why did you open my letter? This is totally disrespectful! b. Excuse me, Mom. I found some of my mail opened today.. a. How dare you give me so much work? I can’t finish it in three days! b. I’m sorry to say that there is too much work for me. Do you think it is possible to ask somebody else to work with me together?. 282.

(83) Practice 3 Turn to page 60 in your textbook. Listen to Situations 1-3, and then work in pairs and read the dialogue with your partner. After you finish, please analyze the strategies used in these three dialogues. Productions Work in pairs. Create the complaints for Practice 1 on pp.56-7, Practice 2 on pp. 57-8 and Dialogue Completion on pp. 63-5 in your textbook.. 283.

(84) Complaint Strategy Patterns. Presentation The following are the strategy patterns most likely to be used in American complaints. Indirect complaint Strategy combinations. Remarks. Indirect complaint This combination is rather formulaic and usually starts with It’s (That’s) ok (all right). (general remarks) + indirect complaint It’s ok. Don’t worry about it. It’s ok. Accidents happen. (general remarks) It’s ok. It’s not like you meant to do it. Indirect complaint It is the most frequently used strategy combination in American English and is applicable to almost all the (statement) + request situations. for repair (compensation or The speaker usually expresses his/her dissatisfaction, dislikes, annoyance, disapproval or bad behavior change) consequences caused by the offense in indirect complaint. The speaker usually asks the hearer to stop the offense or make up for the offense in request for repair. Direct complaint Direct complaint This combination usually occurs in the situations where the speaker is higher in status, has a close (interrogation or relationship with the hearer or feels severely accusation) + request offended. for repair (compensation or The speaker may either question the hearer with wh-questions or accuse the hearer of the offense by behavior change) mentioning explicitly the hearer as offender in direct Direct complaint complaint. (interrogation or 284.

(85) accusation) + indirect The speaker usually asks the hearer to stop the offense of make up for the offense in request for complaint (statement) repair.. Request for repair Request for repair This combination usually occurs in the situations where the speaker is higher in status, has a close (compensation or relationship with the hearer or feels severely behavior change) + offended. indirect complaint The content expressed by this strategy combination is (statement)/direct similar to indirect complaint + request for repair and complaint request for repair + direct complaint. (interrogation or accusation) Request for repair This combination usually occurs in the situations where the speaker is higher in status, has a close (compensation or relationship with the hearer or feels severely behavior change) + offended. threat Example Sentences (a) indirect complaint (general remarks) + indirect complaint (general remarks) It’s ok. Don’t worry about it. (b) indirect complaint (statement) + request for repair (compensation or behavior change) It’s ok.. Just bring me some paper towels and I’ll be fine.. (c) direct complaint (interrogation or accusation ) + request for repair (compensation or behavior change) You are screaming so loud that I can hardly hear the phone. quiet?. Could you be. (d) direct complaint (interrogation or accusation) + indirect complaint (statement) 285.

(86) How could you open my letter? letter!. I thought we had an agreement not to open my. (e) request for repair (compensation or behavior change) + indirect complaint (statement) Shut up! I am on the phone now and I can’t hear a thing! (f) request for repair (compensation or behavior change) + direct complaint (interrogation or accusation) Can you quiet down a little bit?. You are too noisy.. (g) request for repair (compensation or behavior change) + threat Can you pay attention now? If you are not going to pay attention I am not going to spend my time trying to teach you this! Techniques to reduce face threat In order to avoid a complaint too face-threatening, sometimes Americans may use certain techniques to achieve this goal. In this instruction, we are going to learn two of the techniques that are often used by Americans. The first one is to prepare the hearer that a complaint is forthcoming. For example, I need to talk to you about something. My schedule says that I am only supposed to be here until 10:00 pm and I end up staying until 12:00 pm. We need to discuss my hours. I am scheduled to work from 6-10, but there is usually so much work that I often can’t leave until 12. I need to talk to you about going home earlier. I’d like to get home a little earlier as I work two jobs and need the rest for the morning. The second technique is to give positive remarks before an actual complaint is issued. For example, I love working here at the gas station and I greatly appreciate the opportunity to be employed here. As you know, when I set up my hours they were to provide me a 286.

(87) job while I still had time to get my school work done. Typically though I stay until 12:00, which I don’t think I can afford to continue doing. These two techniques can help reduce the degree of face threat in a complaint and especially useful when you are speaking to someone who has more power over you. Practice Work in pairs.. Read the following dialogues with your partner.. You ordered a drink at a restaurant. When the waiter brought you the drink, he spilled it all over you. Your new shirt got wet. Waiter: Oh, I’m really sorry about that! You: Oh! I can’t believe this just happened.. It’s ok.. Accidents happen.. You bought a T-shirt at a store. When you got home, you found that there was a small hole in it. You go to the store the next day. You want to return the T-shirt. Clerk: May I help you? You: I bought this T-shirt here yesterday and I didn’t realize that it had a hole in it. I’d like to return it. You are talking on the phone to your classmate. Your 10-year-old younger brother Peter is playing and making loud noises around the house. You can hardly hear your classmate. You: Peter! Peter! Peter: Yeah? You: Turn down the music, now, please. I’m on the phone and I can’t hear. Play it loud in your room, not all over the house. You teach your neighbor’s kid English every Wednesday night. Several times you have caught the kid not paying attention. Now the kid is not paying attention again and misspells the word you just taught.. 287.

(88) You: Now let’s spell the word “book”. B-O-O-K. Kid: B-O-C-K You: Hey, come on. You have to listen if you want to learn this. Book is spelled B-O-O-K, not B-O-C-K. Try it again. You have an appointment with the chairperson of your department, whom you’ve never talked to before. You’ve been waiting for over one hour. The chairperson finally returns, but seems to have forgotten about the appointment. You: Excuse me. May I talk to you now? Chairperson: Sure. What can I do for you? You: Well, I had an appointment over an hour ago talk to you. like to reschedule or do you have time now?. So would you. You work part time at a gas station from 6:00 to 10:00 every night. But you usually cannot go home until 12:00. You discuss this situation with your employer, Mr. Brown. You: Mr. Brown, may I talk to you now? Mr. Brown: Yes, of course. You: I was wondering if it would be possible for me to get off of work at 10:00 PM like I am supposed to. Once in a while I can work until 12:00 if you need me, but I really can’t work that late every day of work. Is there any way to fix the problem? You think you are old enough to have some privacy. Therefore, you told your mother not to open your letters and she agreed. Coming back from school one Friday night, you find that a letter from your friend has been opened. You: Mom! Mom! Mom: What’s the matter? You: You opened up may mail again. I thought we decided that you wouldn’t do that anymore. Please don’t open my mail. I’m old enough to have some privacy. Productions Work in pairs.. Do Role Play on pp. 66-67 with your partner.. 288.

(89) Appendix H: The Post-instructional DCT Part A: Background Information Name: ________. Gender: M. F. Age: _______. Part B: Discourse completion test Directions: You will be given 8 scenarios of situations. For each situation, write the most appropriate response in the blanks. If you feel that in certain situations, it would be more appropriate not to say anything, please put an "X" on the blanks. This is not a test of your spelling or grammar, so please try to write everything that you feel you would say if you were actually in the situation. There are no standard responses to the situations, so please do not use a dictionary/book to look up responses or ask someone for help. Completed questionnaires will be stored securely and available only to the people conducting this study. The findings will be used for research purposes only. Your answers will be strictly anonymous. Thank you for your cooperation.. 1. You bought a pair of red shoes at a store. When you got home and opened the shoe box, you found that the clerk gave you black shoes instead. You went back to the store and told the clerk that she gave you the wrong shoes. Clerk: Oh, I’m sorry! You: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. You are at a restaurant. You have been waiting for over twenty minutes but no one has come to take your order. Now a waiter is coming your way. You: Waiter! Waiter: Yes. May I help you? You: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. You are the class leader. Your teacher wants you to collect the homework on time every Monday morning. But one classmate is always late handing in the homework. You decide to talk to the classmate. You: Can I talk to you now? Classmate: Sure. What is it? You: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 289.

(90) 4. You work part time at a restaurant. A customer sitting in the non-smoking section is smoking. You’d like him to stop smoking. You: Excuse me, sir. Customer: yes? You: _________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. You work part time at a fast food restaurant. Several days ago, your manger Mr. White promised to give you extra pay for your hard work. He asked you not to tell anyone. But this afternoon, you found that almost everybody working at the restaurant has heard about your extra pay. This causes a lot of trouble for you. You decide to talk to the manager. You: Mr. White, may I talk to you now? Mr. White: Yes, of course. You: ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 6. An old couple just moved into the apartment building above you a week ago. They have three young grandchildren who always run around the house and make lots of noise late at night. You decide to talk to the old couple. You ring the bell and the old man opens the door. You: Excuse me. I live below you. May I talk to you now? Old man: Yes? You: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 7. Your younger brother John borrowed your favorite pen a few days ago, and he promised to take care of it. But he lost the pen yesterday at school and couldn’t find it. John: I’m sorry I lost your pen. You: ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 8. You worked very hard on your final paper, but you got a D on it. You think it was unfair. You decide to talk to the teacher. You: Excuse me, sir. May I talk to you now? Teacher: Yes, of course. You: ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________. ß 290.

(91) Appendix I: The Post-instructional Role Plays Instructions: Please read the following scenarios one at a time. In each scenario, please say as you would in the real-life situation. Your responses will be video taped.. Scenario 1 You ordered salad and corn soup at a restaurant, but the waiter brought you fish and bacon instead. You say: Scenario 2 You bought a pair of pants at a store. When you got home, you found that there was a hole in them. You went back to the store the next day and asked to get your money back. You say: Scenario 3 Your younger sister has used your computer without asking for your permission several times. Now you find her using your computer again. You are very angry. You say: Scenario 4 You work part time at a restaurant. A mother brought three kids in for lunch.. While. they are eating lunch, the kids are playing, running around, and making loud noises in the restaurant. You’d like the mother to control her children. You say: Scenario 5 Your uncle borrowed your book and promised that he would return it a week ago, but now he hasn’t given it back to you. You want this book back very much because you need it to prepare for your final exam. You say:. 291.

(92) Scenario 6 You are having dinner at a restaurant. An old man sitting next to you is smoking, but this is a non-smoking area. You decide to talk to the old man. Scenario 7 It’s 11:00 at night. You are trying to sleep, but your younger brother is noisy. You say: Scenario 8 You handed your final paper in to your professor. He promised to give it back to you after one week. Two weeks have passed and you haven’t got your paper back yet. You decide to go to the professor. You say:. ß ß ß ß ß ß ß ß ß ß ß ß ß. 292.

(93) Appendix J: The Post-instructional self-report questions. -. ____________. 8 R. 4 S. ^ _. 5 T V o. 9 : ; UV W ` p. a q. [ r. < X b . = Y 8 s. +. > c t. ,. ____________. ? @ A B A C D E F G . Z Z [ < \ U U] d u. < e ? V. f W a. [ v. g w. H 8 c d U]]. b. 6. 7. ___________. H. <. I. >. [. , K L H M N O P Q A. J. =. A. C. ] ] ] ] ] ] ] ]. 2. [ g H 8 c d s x n R Q y q r j k ] ] ] ] ] ] ] ] ]. ? V W a v w U]. 3. [ g H = 8 c d A C ss z { < | } H i ?. ß. 293. h. i. j. k. l. m. n. .

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