This book investigates request strategies in Mandarin Chinese and Korean, and is one of the first attempts to address cross-cultural strategies employed in the speech act of requests in two non-Western languages. The data, drawn from role-plays and naturally recorded conversations, complement each other in terms of exhaustiveness and authenticity. This study explores the similarities and differences of the request patterns that emerged in the Chinese and Korean data, and the intricate relation between request strategies and social factors (such as power and distance). The findings raise questions about the influence of methodology on data, and the applicability of so called universals to East Asian languages. They also offer new insights into generally held ideas of directness and requesting behaviours in Chinese and Korean, and the problems of cross-cultural and cross-linguistic communication.This research is suggestive for the disciplines of cross-cultural pragmatics, cross-cultural communication, contrastive linguistics, applied linguistics and discourse analysis.

This innovative book examines the relationship between foreign (L2) language acquisition and task-based learning from an output perspective, with a concentration on the learner's discourse and retrospection. Author Cynthia Lee explores this issue in an experimental context; with particular reference to Hong Kong Chinese tertiary learners of English. Lee's study contributes to research on L2 acquisition and casts light on task-based learning and pedagogy in Hong Kong classrooms and beyond. English language teaching practitioners, researchers, and applied linguists will find special value in this book.

Strategies in Learning and Using a Second Language examines what it takes to achieve long-term success in languages beyond the first language. Distinguishing language learning from language-use strategies, Andrew D. Cohen disentangles a morass of terminology to help the reader see what language strategies are and how they can enhance performance. Particular areas of research examined in the book include: - links between the use of task-specific strategies and language performance - how multilinguals verbalise their thoughts during language learning and use strategies that learners use in test-taking contexts In this fully revised and substantially rewritten second edition, every chapter has been reworked, with material either updated or replaced. Entirely new material has also been developed based on examples of specific strategies supplied by actual learners, mostly drawn from a website featuring these strategies in the learning of Spanish grammar.Strategies in Learning and Using a Second language will be an invaluable resource for language teachers and researchers, as well as for administrators of second language programmes and for students of applied linguistics.

This work presents a study of cache replacement strategies designed for static web content. Proxy servers can improve performance by caching static web content such as cascading style sheets, java script source files, and large files such as images. This topic is particularly important in wireless ad hoc networks, in which mobile devices act as proxy servers for a group of other mobile devices. Opening chapters present an introduction to web requests and the characteristics of web objects, web proxy servers and Squid, and artificial neural networks. This is followed by a comprehensive review of cache replacement strategies simulated against different performance metrics. The work then describes a novel approach to web proxy cache replacement that uses neural networks for decision making, evaluates its performance and decision structures, and examines its implementation in a real environment, namely, in the Squid proxy server.

A collection of papers on Contrastive Pragmatics, involving research on interlanguage and cross-cultural perspectives with a focus on second language acquisition contexts.

Imperatives and directive strategies have intrigued both formalists and functionalists. They continue to search for the answers to questions like “what are the semantics of the imperative?”, “how is it used (in the world’s languages)?” and “which factors determine the choice between imperatives and other directive strategies?”. This volume takes a broadly functional-typological perspective and contributes to the literature in several respects. It presents new data from a variety of languages, some of which have not been studied in depth before. It exemplifies the benefits of traditional methodologies as well as the potential of more innovative ones. In addition, the volume sheds new light on the imperative as a typological notion, its meaning and uses and its interaction with other grammatical categories. It also offers new insights into the relation between different directive strategies within and across languages and into the (dis)similarities between equivalent directive strategies in a language family.

This book studies the principles for constructing polite speeches, based on the detailed study of three unrelated languages and cultures.

Florian Jell empirically investigates the objectives that companies pursue with their patenting activities and presents empirical insights into how patent management is organized within industrial companies. The book concludes with a case study of how a company reacted to its competitor’s patenting – which led to a patent arms race.

Why do individuals say what they do during everyday face-to-face influence interactions? How do people seek or resist compliance in different relational, institutional, and cultural contexts? Linking theory and research to salient, real life examples and recent academic studies, Steven Wilson introduces the reader to the theories, systems of message analysis, complexities and nuances of interpersonal persuasion. Seeking and Resisting Compliance is the only single-authored, interdisciplinary text to explore compliance gaining and resistance from a message production perspective. This incisive, clearly written text is ideal for students, scholars, and anyone interested in interpersonal influence and persuasion in everyday interactions. Recommended for graduate and upper-level undergraduate courses in persuasion as well as special topics courses in interpersonal influence, social psychology, and sociolinguistics. Features of this text: Ground breaking, specific focus on message production as opposed to only message effects. Multiple theoretical perspectives are presented and the vast body of research from communication, psychology, linguistics, philosophy and related fields is reviewed. Student-friendly pedagogy, such as definitions, examples, and sections describing "common assumptions" about various theories engage students and highlight important concepts. Steven Wilson currently is an Associate Professor and Director of Graduate Studies in the Department of Communication at Purdue University. He is one of five associate editors for the interdisciplinary journal Personal Relationships, and past chair of the International Communication Association's Interpersonal Communication division. His research and teaching focus on interpersonal influence and message production in a variety of contexts, from parent-child interaction in abusive families to intercultural business negotiations. He has published nearly forty articles and book chapters on these topics.

Winner of the 2020 Scholarly Contributions to Teaching and Learning Award from the American Sociological Association Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students. 33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching. Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.