In this chapter, we analysed the emails of complaints written by 48 low- and high-proficiency Vietnamese EFL learners when communicating with different audiences. The emails were elicited by means of a computerised discourse completion task developed by an international testing organisation. To understand the cognitive processes involved in the learners’ production of complaints, we also analysed think-aloud protocols provided by 8 learners randomly selected from the above pool. Our findings indicate some effect of proficiency on the learners’ pragmatic performance and decision-making processes. However, our findings also show that regardless of proficiency levels, the learners tended to neglect important writing processes. The findings suggest that the learners require pragmatic instruction as well as training in writing processes in order to carry out the email-writing task more effectively.
3.1Research question 1: What pragmatic strategies did the low- and high- proficiency learners employ to carry out the acts of direct and indirect complaints in emails?
3.1.1Framing moves
3.1.2Realisation strategies
3.1.3Modification
3.2Research Question 2: What cognitive processes did the low- and high-proficiency learners engage in when performing the email writing task?
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Maíz-Arévalo, Carmen & María-del-Carmen Méndez-García
2023. “I would like to complain”: A study of the moves and strategies employed by Spanish EFL learners in formal complaint e-mails. Intercultural Pragmatics 20:2 ► pp. 161 ff.
Morales Ruiz, Jenny
2023. Los reclamos por correo electrónico: efectos de la instrucción pragmática con enfoque por tareas en el español L2 Emails of complaints: the effects of task-based pragmatic instruction in L2 Spanish. Journal of Spanish Language Teaching 10:1 ► pp. 14 ff.
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