Multiple Requests in Arabic as a Second Language
-
Carsten Roever
and
Saad Al-Gahtani
Abstract
Research in second language pragmatics is increasingly investigating the sequential organization of interaction and how it might be affected by second language learners’ developing proficiency. In this paper, we are focusing on a specific aspect of request organization, namely multiple requests. Through data from natural interaction and role plays, we found that multiple requests occurred in a single turn, either as an original request and its same-format reiteration bracketing accounts and explanations or as repetitions with a more complex and polite format. Multiple requests across turns served a repair function. We argue that same-turn multiple requests are recipient designed to increase the likelihood of acceptance. Higher-level learners of Arabic were more likely to produce multiple requests in the same turn than low-level learners whereas the latter exhibited more multiple requests across turns. The data collection method did not have a discernible effect on findings.
Acknowledgment
The authors would like to extend their sincere appreciation to the Deanship of scientific Research at King Saud University for funding this Research Group No (RG-1435-038).
Transcription conventions
- [Overlap]
Square rackets indicate onset and offset of overlapping talk.
- =
Equal signs indicate no gap of silence between utterances.
- (.4)
Numbers in parentheses indicate silence, measured in seconds and tenths of seconds.
- (.)
A period in parentheses indicates a micropause of less than 0.2s.
- .
A period indicates a falling, or final, intonation.
- ,
A comma indicates continuing intonation.
- ?
A question mark indicates rising intonation.
- ::
Colons indicate the prolongation or stretching of the sound just preceding them. The more colons, the longer the stretching.
- -
A hyphen indicates that the preceding sound is cut off or self-interrupted.
- Word
Underlining indicates some form of stress or emphasis, either by increased loudness or higher pitch. The more underlining, the greater the emphasis.
- WORD
Upper case indicates especially loud talk.
- -:
If the letter(s) preceding a colon is underlined, there is an inflected falling intonation contour.
- :
If a colon is underlined, there is an inflected rising intonation or contour.
- ↑
An up arrow indicates a sharp rise in pitch.
- >fast<
The combination of the ‘more than’ and ‘less than’ symbol indicates the talk between them is rushed.
- .hh
H’s with a period indicates in-breaths. The more periods, the longer the in- breaths.
- (word)
When all or part of an utterance is in single parentheses, it indicates uncertainty on the transcriber’s part.
- ()
Empty parentheses indicate that something is being said, but the content is inaudible.
- ((pause))
Double parentheses indicate the transcriber’s description of events.
- ° °
Two degree signs indicate that the talk between them is markedly softer than the talk around them.
Appendix A: Transliteration Conventions
| The Arabic sound | The transcription symbol | Examples |
| ب | b | baʼđ = some |
| ت | t | turiidu = want |
| ث | th | thaanii = second |
| ج | j | jadwal = timetable |
| ح | ħ | šaħiiħ = true |
| خ | x | áxaruun = others |
| د | d | tadrusa = you study |
| ذ | ź | limaaźaa = why |
| ر | r | furšah = chance |
| ز | z | zawaaj = marriage |
| س | s | salaam = peace |
| ش | sh | shuğul = business |
| ص | š | šabaaħ = morning |
| ض | đ | muħaađarah = lecture |
| ط | ŧ | nastaŧiiʼ = we can |
| ظ | ž | nižam = system |
| ع | ʼ | ʼalaykum = upon you |
| غ | ğ | sayatağayar = will change |
| ف | f | fii = in |
| ق | q | qala = he said |
| ك | k | émkaaniyah = possibility |
| ل | l | laa = no |
| م | m | masaa = evening |
| ن | n | lanaa = for us |
| ه | h | hunaak = there |
| و | w | mawʼid = appointment |
| ي | y | laysa = no |
| ء | Glottal stop: | ánaa = I |
| á (produced with lips in neutral position) | ||
| ó (produced with lips fully rounded) | ófađil = I prefer | |
| é (produced with lips slightly spread) | ésmuk = your name | |
| Shadda | (consonant double lettering) | ŧayyb = ok |
| FatHa | a | naʼam = yes |
| Kasra | i | ʼindii = I have |
| đamma | u | áʼiduka = I promise |
Long vowels:
| ا | aa | élaa= to |
| و | uu | takuun = be |
| ي | ii | tağiir = change |
Appendix B: Role-play situations
(Translated into English)
Please make the conversation as natural as possible. Speak as you would in real life. Feel free to use your own words.
Situation 1:
You are a university student. One subject has been scheduled to be in the evening while others are in the morning. It is very difficult for you to attend that subject in the evening. Your teacher has informed all students that there is a possibility of rescheduling that subject to a timing that suits all students but you have to ask the administrator, who is in charge of scheduling all subjects in the department. Now, you are approaching the administrator’s office.
– Imagine yourself in this position and how you would ask him in real life to keep the timeslot in the morning.
Situation 2:
You are a university student. Two final exams have been scheduled on one day. After your classmates have spoken to one of the subject teachers about the difficulty of handling two exams on the same day, he agreed to defer one of the exams to the following week but as an administrative procedure, all students should ask the administrator, who is in charge of scheduling final exams in the department. Now, you are approaching the administrator’s office.
– Imagine yourself in this position and how you would ask him in real life to defer or bring forward one of these exams to another day.
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©2015 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- “We”, “They” and the Spaces In-Between: Hybridity in Intercultural Interactions between Portuguese and Chinese Residents in Macau
- Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent–Child Interactions
- Traveling Through Languages: Reports on Language Experiences in Tourists’ Travel Blogs
- Dating the Shift to English in the Financial Accounts of Some London Livery Companies: A Reappraisal
- Multiple Requests in Arabic as a Second Language
- Book Reviews
- Diana Eades: Aboriginal Ways of Using English
- Maryam Borjian: English in post-revolutionary Iran: From indigenization to internationalization
- A. Duchêne, M. Moyer, and C. Roberts: Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work
Articles in the same Issue
- Frontmatter
- “We”, “They” and the Spaces In-Between: Hybridity in Intercultural Interactions between Portuguese and Chinese Residents in Macau
- Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent–Child Interactions
- Traveling Through Languages: Reports on Language Experiences in Tourists’ Travel Blogs
- Dating the Shift to English in the Financial Accounts of Some London Livery Companies: A Reappraisal
- Multiple Requests in Arabic as a Second Language
- Book Reviews
- Diana Eades: Aboriginal Ways of Using English
- Maryam Borjian: English in post-revolutionary Iran: From indigenization to internationalization
- A. Duchêne, M. Moyer, and C. Roberts: Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work
