<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eva Ogiermann</style></author><author><style face="normal" font="default" size="100%">Spyridoula Bella</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">An interlanguage study of request perspective: Evidence from German, Greek, Polish and Russian learners of English.</style></title><secondary-title><style face="normal" font="default" size="100%">Contrastive Pragmatics</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://brill.com/view/journals/jocp/1/2/article-p180_2.xml</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><pages><style face="normal" font="default" size="100%">180-209</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;span&gt;This study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterised by a strong preference for the speaker perspective in English and the hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from 9 different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s).&amp;nbsp;&lt;/span&gt;&lt;br&gt;&lt;span&gt;While the learners used more conventionally indirect forms than the native speakers of the respective L1s, thus showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest a reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.&lt;/span&gt;</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue></record></records></xml>