Pragmatic Failure of Turkish EFL Learners in Request Emails to Their Professors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<p class="apa">In an established convention regarding the e-mail communication setting, the e-mails should be linguistically polite to facilitate interaction by reducing the likelihood of conflicts and preventing pragmatic failure regarding the comprehension of any meaning conveyed by what is stated. These are potential problems for most English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) learners. Therefore, it is the aim of this study to investigate the issue in Turkish EFL context (i.e. the English request emails of Turkish EFL university students to their non-native professors). Specifically, the extent of directness used and the extent and nature of lexical modification employed by Turkish EFL students to mitigate their requests were examined by using authentic data. The data is a part of natural e-mail corpus of 34 Turkish EFL students’ e-mail requests to their two non-native foreign professors over a period of 2 months at English-medium University in Turkey. First, the corpus was coded via coding schemes, (see Appendices A and C) and ranked with a rubric (Appendix B). The results indicated that the Turkish EFL students’ e-mails involved a) direct strategies rather than conventional indirect strategies, b) overusing direct questions and ‘want’ statements, c) underused query preparatory questions, d) insufficient mitigation causing directness and impoliteness, and e) inappropriate greetings and closing statements affecting degree of direction. It is implicated that e-mail instruction (to recipient in various degrees) should be included in EFL books and curricula.</p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it