Cover not available

Article published In: Second language pragmatic development in study abroad contexts
Edited by Ariadna Sánchez-Hernández
[Study Abroad Research in Second Language Acquisition and International Education 7:1] 2022
► pp. 54–87

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

Openings and closings in institutionally-situated email requests

 | University of Central Lancashire
 | University of Central Lancashire
Published online: 19 April 2022
DOI logo with link
https://doi.org/10.1075/sar.21010.hal
Abstract
The study abroad (SA) experience presents opportunities to enrich linguistic and cultural knowledge, but pragmatic development does not always follow a linear path. This investigation describes one interlanguage challenge: managing online interactions in upward email requests. Openings and closings in emails of two academic discourse communities are examined: (L1) English-speaking experts with three years of prior socialization into UK academic practices (n = 162) and (L2) Chinese English as a foreign language novices as newcomers on their SA stay (n = 159). The study aims to analyze sociocultural variance between the groups and whether a 10-month sojourn influences novice email practices. Results revealed novices and experts adopted markedly different strategies for interpersonal work. Experts tended to take a less formal, egalitarian stance when initiating emails while novices opted for increased levels of formality in structure and style. Most novices’ mismanagement could be traced back to first language influences or, more commonly, to an overreliance on formal letter writing techniques.
Article outline
  • 1.Introduction
  • 2.Current research
    • 2.1Study abroad and Chinese learners of English
    • 2.2Institutional emails and Chinese learners of English
    • 2.3Openings and closings in L2 English emails
  • 3.Methodology
    • 3.1Participants and email data
    • 3.2Analysis of the opening and closing sequences
  • 4.Findings
    • 4.1Research question 1: How do experts and novices formulate openings and closings in request emails to manage interpersonal relations with academic staff?
      • 4.1.1Opening moves
      • 4.1.2Closing moves
    • 4.2Research question 2: Is there evidence of transformation from novice to expert email practices during study abroad?
      • 4.2.1Opening moves
      • 4.2.2Closing moves
  • 5.Discussion
  • 6.Conclusion and implications
  • Notes
  • References
References (63)
References
Alcón-Soler, E. (2015). Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 481, 62–74. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K., & Bastos, M. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K., & Hartford, B. S. (1990). Congruence in native and nonnative conversations: Status balance in the academic advising session. Language Learning, 40(4), 467–501. Google Scholar logo with link to Google Scholar
(1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15(3), 279–304. Google Scholar logo with link to Google Scholar
(Eds.). (2005). Interlanguage pragmatics: Exploring institutional talk. Routledge. Google Scholar logo with link to Google Scholar
(2019). Pragmatic development and stay abroad. Journal of Pragmatics, 1461, 43–53. Google Scholar logo with link to Google Scholar
Bella, S. (2011). Mitigation and politeness in Greek refusals: Effects of length of residence in the target language and intensity of interaction on non-native speakers’ performance. Journal of Pragmatics, 43(6), 1718–1740. Google Scholar logo with link to Google Scholar
Biesenbach-Lucas, S. (2005). Communication topics and strategies in e-mail consultation: Comparison between American and international university students. Language Learning & Technology, 9(2), 24–46.Google Scholar logo with link to Google Scholar
(2006). Making requests in e-mail: Do cyber-consultations entail directness? Toward conventions in a new medium. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and language learning (Vol. 111, pp. 81–107). University of Hawaii Press.Google Scholar logo with link to Google Scholar
(2007). Students writing e-mails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning and Technology, 11(2), 59–81.Google Scholar logo with link to Google Scholar
(2009). Little words that could impact one’s impression on others: greetings and closings in institutional emails. In R. P. Leow, H. Campos, & D. Lardiere (Eds.), Little words: Their history, phonology, syntax, semantics, pragmatics, and acquisition (pp. 183–195). Georgetown University Press.Google Scholar logo with link to Google Scholar
Bjørge, A. K. (2007). Power distance in English lingua franca email communication. International Journal of Applied Linguistics, 17(1), 60–80. Google Scholar logo with link to Google Scholar
Bou-Franch, P. (2011). Openings and closings in Spanish email conversations. Journal of Pragmatics, 431, 1772–1785. Google Scholar logo with link to Google Scholar
Brown, L. (2013). Identity and honorifics use in Korean study abroad. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 268–298). John Benjamins. Google Scholar logo with link to Google Scholar
Campbell, J., & Li, M. (2008). Asian students’ voices: An empirical study of Asian students’ learning experiences at a New Zealand university. Journal of Studies in International Education, 12(4), 375–396. Google Scholar logo with link to Google Scholar
Chang, Y-Y., & Hsu, Y-P. (1998). Requests on e-mail: A cross-cultural comparison. RELC Journal, 291, 121–151. Google Scholar logo with link to Google Scholar
Chen, C-F. E. (2006). The development of e-mail literacy: From writing to peers to writing to authority figures. Language Learning and Technology, 10(2), 35–55.Google Scholar logo with link to Google Scholar
Chen, Y-S. (2015). Developing Chinese EFL learners’ email literacy through requests to faculty. Journal of Pragmatics, 751, 131–149. Google Scholar logo with link to Google Scholar
(2016). Understanding the development of Chinese EFL learners’ email literacy through exploratory practice. Language Teaching Research, 20(2), 165–180. Google Scholar logo with link to Google Scholar
Chen, Y-S., Rau, D. H. V., & Rau, G. (Eds). (2016). Email discourse among Chinese using English as a lingua franca. Springer. Google Scholar logo with link to Google Scholar
Codina-Espurz, V., & Salazar-Campillo, P. (2019). Openings and closing in emails by CLIL students: A pedagogical proposal. English Language Teaching, 12(2), 57–67. Google Scholar logo with link to Google Scholar
Crystal, D. (2001). Language and the Internet. Cambridge University Press. Google Scholar logo with link to Google Scholar
Drew, P., & Heritage, J. (Eds). (1992). Talk at work: Interaction in institutional settings. Cambridge University Press.Google Scholar logo with link to Google Scholar
Duff, P. (2007). Problematizing academic discourse socialisation. In H. Marriott, T. Moore, & R. Spence-Brown (Eds.), Learning discourses and the discourses of learning (pp. 01.1–01.18). Monash University ePress.Google Scholar logo with link to Google Scholar
(2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 301, 169–192. Google Scholar logo with link to Google Scholar
Economidou-Kogetsidis, M. (2011). ‘Please answer me as soon as possible’: Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of Pragmatics, 431, 3193–3215. Google Scholar logo with link to Google Scholar
Eslami, Z. R. (2013). Online communication and students’ pragmatic choices in English. Lodz Papers in Pragmatics, 9(1), 71–92. Google Scholar logo with link to Google Scholar
Félix-Brasdefer, J. C. (2012). Email requests to faculty: E-politeness and internal modification. In M. Economidou-Kogetsidis & H. Woodfield (Eds.), Interlanguage request modification (pp. 87–118). John Benjamins. Google Scholar logo with link to Google Scholar
Halenko, N. (2018). Using computer-assisted language learning (CALL) tools to enhance output practice. In C. Jones (Ed.), Practice in second language learning (pp. 137–163). Cambridge University Press. Google Scholar logo with link to Google Scholar
Halenko, N., & Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System, 39(2), 240–250. Google Scholar logo with link to Google Scholar
(2017). Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad context. System, 681, 26–37. Google Scholar logo with link to Google Scholar
Hartford, B. S., & Bardovi-Harlig, K. (1996). At your earliest convenience: A study of written student requests to faculty. In L. Bouton (Ed.), Pragmatics and language learning (Vol, 71, pp. 55–59). Division of English as an International Language, University of Illinois.Google Scholar logo with link to Google Scholar
House, J. (2010). The pragmatics of English as a lingua franca. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 363–387). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Huang, L-J. (2016). Discourse organization and features of email writing among EFL students in Taiwan. In Y-S. Chen, D-H. V. Rau, & G. Rau (Eds.), Email discourse among Chinese using English as a lingua franca (pp. 37–59). Springer. Google Scholar logo with link to Google Scholar
Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Lee, C. F. K. (2010). Written requests in emails sent by adult Chinese learners of English. Language, Culture and Curriculum, 17(1), 58–72. Google Scholar logo with link to Google Scholar
Lewin-Jones, J., & Mason, V. (2014). Understanding style, language and etiquette in email communication in higher education: A survey. Research in Post-Compulsory Education, 19(1), 75–90. Google Scholar logo with link to Google Scholar
Li, W., & Chen, Y-S. (2016). Politeness and effectiveness of English email requests: Taiwanese professors’ perspectives. In Y-S. Chen, D-H. V. Rau, & G. Rau (Eds.), Email discourse among Chinese using English as a lingua franca (pp. 91–111). Springer. Google Scholar logo with link to Google Scholar
Major, E. M. (2005). Co-national support, cultural therapy, and the adjustment of Asian students to an English-speaking university culture. International Education Journal, 61, 84–95.Google Scholar logo with link to Google Scholar
McKeown, J., & Zhang, Q. (2015). Socio-pragmatic influence on opening salutation and closing valediction of British workplace email. Journal of Pragmatics, 851, 92–107. Google Scholar logo with link to Google Scholar
Merrison, A. J., Wilson, J., Davies, B., & Haugh, M. (2012). Getting stuff done: Comparing e-mail requests from students in higher education in Britain and Australia. Journal of Pragmatics, 441, 1077–1098. Google Scholar logo with link to Google Scholar
Pérez Vidal, C., & Shively, R. L. (2019). L2 pragmatic development in study abroad settings. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 355–370). Routledge.Google Scholar logo with link to Google Scholar
Ranta, L., & Meckelborg, A. (2013). How much exposure to English do international graduate students really get? Measuring language use in a naturalistic setting. Canadian Modern Language Review, 69(1), 1–33. Google Scholar logo with link to Google Scholar
Sanz, C., & Morales-Front, A. (Eds.). (2018). The Routledge handbook of study abroad research and practice. Routledge. Google Scholar logo with link to Google Scholar
Savić, M. (2018). Lecturer perceptions of im/politeness and in/appropriateness in student e-mail requests: A Norwegian perspective. Journal of Pragmatics, 1241, 52–72. Google Scholar logo with link to Google Scholar
Schieffelin, B. B., & Ochs, E. (1986). Language socialization across cultures. Cambridge University Press.Google Scholar logo with link to Google Scholar
Shively, R. L. (2011). L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 431, 1818–1835. Google Scholar logo with link to Google Scholar
Spencer-Oatey, H., Dauber, D., Jing, J., & Wang, L. (2017). Chinese students’ social integration into the university community: Hearing the students’ voices. Higher Education, 741, 739–756. Google Scholar logo with link to Google Scholar
Trice, A. (2003). Faculty perceptions of graduate international students: The benefits and challenges. Journal of Studies in International Education, 7(4), 379–403. Google Scholar logo with link to Google Scholar
Universities UK. (2021). International student recruitment data. Retrieved on 7 December 2021 from [URL]
Waldvogel, J. (2007). Greetings and closings in workplace email. Journal of Computer-Mediated Communication, 121, 456–477. Google Scholar logo with link to Google Scholar
Wang, J., & Halenko, N. (forthcoming). “Mind your language”: Pragmatic learning and unlearning in L2 English email requests during study abroad. In N. Halenko & J. Wang (Eds.), Pragmatics and English language learning. Cambridge University Press.
Winke, P. M., & Teng, C. (2010). Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7(2), 363–399. Google Scholar logo with link to Google Scholar
Xiao, F. (2015). Adult second language leaners’ pragmatic development in the study abroad context: A review. Frontiers: The Interdisciplinary Journal of Study Abroad, 251, 132–149. Google Scholar logo with link to Google Scholar
Zhu, W. (2012). Polite requestive strategies in emails: An investigation of pragmatic competence of Chinese EFL learners. RELC Journal, 43(2), 217–238. Google Scholar logo with link to Google Scholar
(2015). A cross-cultural pragmatic study on openings and closings in upward academic email requests. British Journal of Education, Society & Behavioural Science, 9(3), 206–222. Google Scholar logo with link to Google Scholar
(2017). A cross-cultural pragmatic study of rapport-management strategies in Chinese and English academic upward request emails. Language and Intercultural Communication, 17(2), 210–228. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Hermansyah, Sam, Nurul Faradillah, Endar Rachmawaty Linuwih, Yelnim & Mac Aditiawarman
2025. Linguistic Credibility in Digital Academia: The Role of Politeness and Hedging in Peer Endorsed Responses. Lingua : Journal of Linguistics and Language 3:2 ► pp. 113 ff. DOI logo
Liu, Xiaowen
2025. “Shall we talk? Everyone is talking”. Study Abroad Research in Second Language Acquisition and International Education 10:2 ► pp. 225 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue