Taalonderwijs aan gevorderden
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Communication has at least two different aspects: the propositi-onal aspect and the social aspect. Any utterance in a face-to-face-interaction therefore has the function to give information and to indicate how the ralation to the other participant is interpreted. In order to establish his communicative goal, the speaker has to analyse the social situation and the preceding context. Depending on this interpretation he selects between the different verbal patterns to perform a certain speech act. This involves for instance the choice of direct/indirect speech act realizations, the selection of certain linguistic elements (modality markers) for downtoning or upgrading the illocutionary force of speech acts.The contrastive analysis of the realizations of the speech act REQUEST in three different dialogue batteries elicited via role play from Dutch learners of German, native speakers of Dutch and native speakers of German has shown 1. that Dutch native speakers use modality markers in different communicative functions than German native speakers, 2. that Dutch learners of German mostly choose the same social strategies when speaking the target language as they do when speaking the mother tongue, 3. that the learners are not always able to establish their modal goal, that is, the are not able to communicate their intentions on an interpersonal level. The reason for this seems to be that in the Netherlands the teaching of German as a second language is mainly a matter of teaching grammatical rules and linguistic expressions without taking into consideration that the meaning of these expressions is pragmaticalley conditioned and that their usage is motivated by the relevant characteris-tics of such social situations.


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  • Article Type: Research Article
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