By Yuan-shan Chen, Der-Hwa Victoria Rau, Gerald Rau
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Extra resources for Email Discourse Among Chinese Using English as a Lingua Franca
Reprinted in Dallin D. ), 2001. Linguistics at work: A reader of applications. 242–259. Cambridge, MA: Heinle & Heinle. Wallace, Michael J. 1998. Action research for language teachers. New York: Cambridge University Press. Wolfram, Walt. 2011. Fieldwork methods in language variation. In The SAGE handbook of sociolinguistics, ed. Ruth Wodak, Barbara Johnstone, and Paul Kerswill, 296–311. Thousand Oaks, CA: Sage Publications. Wright, Saundra K. 2009. Forms of address in the college classroom. In Proceedings of the 23rd International Congress of Onomastic Sciences.
The attached ﬁle is my evaluation about the model article. I wonder if you could give me advice or feedback on my evaluation. Sincerely, I Hong Tsai (Bob) Oscar also seems to give evidence of negotiating relationship through terms of address. He began using “Dr. Rau” and “Prof. Rau” without endearment. After instruction, he decided to add the endearment “Dear Dr. ” What is more interesting is that his signature varied from “student Oscar” to “Lai, Da-Nian,” then to “Oscar,” and ﬁnally to “Oscar Lai,” a progression from Chinese solidarity, Chinese distance, English solidarity, to English distance, the last in a voluntary expression of gratitude sent after the class was over.
The following two examples illustrate the difference of inquiry strategies between the two groups of students. Example (16) shows the pattern of ‘reason + inquiry,’ a common strategy used by graduate students. Example (17) shows the ‘I want’ statement commonly used by undergraduate students. (16) I would like to discuss the data analysis with you this week. Do you have free time this week? (17) I want to ask for my score for ﬁnal exam. ’ The graduate students tend to use a more elaborate style for thanking than undergraduate students.