This study examines how people compensate for their inability to accommodate the needs of others in service encounters. Being unable to meet others' needs violates the positive face of one of the participants in a discourse. Many previous studies on speech acts demonstrate how people control their utterances to avoid causing a face-threatening act. However, the language behavior that follows a face-threatening act has not yet received much focus. This paper looks at two different kinds of data in Japan and the United State (hereafter "U.S.") using two different approaches: observation and role-play. In the first, the observational phase, the author acted as a customer in several convenience stores in Japan and asked for an item that they did not carry. In the U.S., a native English speaker interacted with the salesclerk as the customer. (No recording device was used in either situation.) All exchanges were immediately recorded by hand and later coded by semantic formulas. In the second, the role-play phase, native speakers were asked to role-play a parallel situation in which they acted as a salesclerk and had to react to not being able to satisfy customers' requests. The results demonstrate that Japanese sales clerks compensate in the face of their inability to meet another's need (they avoid a direct face-threatening act) whereas most U.S. sales clerks do not attempt to compensate for their inability. These behaviors correlate with social expectations of the participants within both respective service encounters. Moreover, the results also suggest a re-thinking of speech acts and emphasize the importance of natural data.

A self-educated shepherd, Scottish writer James Hogg (1770-1835) spoke from a position outside the dominant discourse, depicting issues of his age related to gender, class, and ethnicity by giving voice to people from the margins and, thus (either consciously or unconsciously), revealing gender politics and Britain's imperial aims. Hogg’s contemporary critics received his work rather negatively, viewing his subjects such as prostitution, out-of-wedlock-pregnancy, infanticide, and the violence of war as violating the principles of literary politeness. Hogg’s obstinacy in addressing these issues, however, supports the thesis that his aim was far more significant than challenging the expectations of his contemporary readers. This project shows that pragmatics can be applied productively to literature because its eclecticism offers the possibility of developing a detailed discussion about three aspects of literary communication—the author, the reader and the text—without prioritising any of them. Literature is an instance of language in use (the field of pragmatics) where an author creates the texts and a reader recreates the author’s message through the text. Analysis of Hogg’s flouting of Grice’s maxims for communication strategies and of his defying the principles of politeness enables a theoretically supported discussion about Hogg’s possible intentions, as well as about how his intentions were perceived by the literary establishment of his time; while both relevance theory and Bakhtin’s socio-linguistics enriched by a historically contextualised politeness shed new light on the negative reception of Hogg’s texts.

本研究旨在探討中美文化差異對於建議語行為的影響，並且進一步探究文化差異以及社會地位、人際熟悉度等情境因素如何影響台灣英語學習者的建議語行為。本研究的三組受試者分別為35位英語母語人士、35位中文母語人士、35位英文程度佳的台灣英語學習者。語料蒐集工具為言談情境填充問卷(DCT)。所蒐集的語料針對受試者的建議語策略使用來進行量化以及質化的分析。 研究結果顯示，中文組的建議語行為比英語組來的直接。而學習者組在建議語的策略使用上則近似於中文組，也表現出比英語組直接的建議語行為。這樣的結果很可能由中美文化的差異所導致。此外，台灣英語學習者的建議語行為受到了文化差異的影響，表現出來自於母語的語用移轉(pragmatic transfer)，除了語用移轉所造成的語用失敗(pragmatic failure)之外，研究者還發現兩項學習者在建議語使用上的語用失敗，分別是：教學引起的誘發性錯誤(teaching-induced errors)，以及使用過多文字(waffle phenomenon)。有鑑於這些語用失敗，本研究提出兩點教學上的啟示。一、語言教師必須引導學生瞭解文化差異對於跨文化溝通的影響。二、語言教師以及教材編者必須提供充足的語境訊息(contextual information)以教導英語學習者如何適宜地的表達。 / The present study aimed to explore the cross-cultural differences between the suggestion behaviors by Chinese and Americans, and further investigated how the differences affect Taiwanese EFL learners’ interlanguage suggestion under two social variables. Three groups of participants were concerned in this study. They were 35 native speakers of American English, 35 native speakers of Mandarin Chinese and 35 Taiwanese EFL learners. The data were collected by written DCT elicitation questionnaire. Participants’ responses were analyzed both quantitatively and qualitatively to see how the three groups of participants employed the suggestion head act strategy, hedging devices, supportive moves and suggestion patterns. The results showed that the Chinese group was more direct than the American group. Besides, the learner group approximated the Chinese group and thus also employed more direct suggestion patterns and strategies than the American group did. This may be possibly due to the cultural differences between the Chinese and the American culture. This study also found that the EFL learners transferred both their native socio-cultural norms and pragmalinguistic conventions into their suggestion behaviors. In addition to pragmatic transfer, two more pragmatic failures were found; they were teaching-induced errors and the waffle phenomenon. With regard to these failures, this study suggested that language teachers should make learners aware of the importance of cultural differences in cross-cultural communication. Besides, teachers and language materials designers should provide as much contextual information as possible so that learners can learn the appropriate form or structure for its corresponding function.

在台灣，由於中學英語課程的設計大都是考試導向，教學過程中幾乎完全著重於語言形式的教導，而忽略語言使用功能的重要性，所以台灣的英語學習者在中學階段很少有機會接受語言功能教學。本研究主要是要調查間接性以及禮貌性這兩個語用功能對於邀請句式選擇的適當性是否有所影響，進而調查語言功能教學對於本國的中學生學習英語的可行性與成效性。 本研究先分析了20位美國人在間接性與禮貌性的考量之下，對邀請句式的選擇為何，以便建立美國文化在這方面的規範。然後，再以此規範，設計一套四個單元的語言功能教學課程。有135位來自台灣北部兩所高中的高一學生接受了這項課程。這兩所學校的基測成績高低不同；每間學校各有兩班學生分別接受以功能為主的教學和以結構為主的教學。 前測及後測的結果顯示語言功能教學有效地改善了台灣學生的語言功能表現。再者，語言形式選擇的適當性的確受制於間接性及禮貌性的宰制。此外，情態策略也被驗証比直接策略及暗示策略要來得困難及複雜許多。又，基測成績較高的學校的學生比基測成績較低的學校的學生在學習語言功能的過程中表現較好。整體而言，實驗結果顯示，對於以英語為外國語的學生而言，語言功能教學是有效的、可行的，也是必須的。 另外，雖然台灣學生較偏好結構為主的教學法，但是本研究發現功能為主的教學法比結構為主的教學法成效較佳。最後，從學生對於本課程的評量得知，雖然學生們覺得語言功能學習法不是很有趣，但是他們大多認為這樣的教學方法對學習英語是有幫助的，而且是重要的。 / EFL learners in Taiwan are hardly taught language functions in high schools since most of the English courses are designed in accordance with the examination-oriented goal, which is far more focused on teaching language form than on teaching language use. The purpose of the present study is to investigate whether indirectness and politeness would influence appropriate linguistic choice for invitation, and to investigate the effectiveness of teaching language functions to high school students in EFL classrooms. In this study, 20 American subjects’ ratings of eight linguistic forms for invitation by indirectness and politeness were analyzed to obtain the American norm, based on which a four-unit program of teaching language functions was designed. 138 senior high school students from two senior high schools in northern Taiwan took a pre-test before receiving the instruction and a post-test afterwards. Two classes from each school received function-based teaching method and structure-based teaching method respectively. The results of the pre-test and the post-test, in comparison with the American norm, indicate that teaching language functions is effective in improving Chinese students’ competence of the functional aspect of English. Next, the test results verify that the appropriate choice of linguistic forms is indeed influenced by politeness and indirectness, although these two functional factors are not in a systematic relationship. Moreover, Modality strategy is found to be more difficult and more complex than Direct strategy and Hinting strategy. In addition, although the students from the school of high BCT scores tend to perform better than those from the school of low BCT scores, students of both schools made significant improvement in learning the concepts of indirectness and politeness. The findings given above imply that teaching language functions to high school students in EFL classrooms is feasible, necessary, and effective. In addition, according to the results of the general evaluations to this teaching program offered by the students and the English teachers involved, although the Taiwanese students showed preference to structure-based method, function-based method is verified to be more effective. In conclusion, the students’ and the teachers’ evaluations of this program indicate that learning language functions may not be interesting, but it is helpful and important to the students.

人們常因為禮貌或其他因素避免對立的情況發生。然而，異議在我們日常溝通中又扮演了不可或缺的角色。之前，眾多對於異議及其相關語言活動的研究均未曾探究異議內容的本質(對於事實內容的異議或對於議題評估的異議)與異議的建構有何關係。此外，台灣鮮少研究社會因素對異議建構方式的影響。基於上述不足，本研究旨在探討何種異議(內容異議或評估異議)在日常生活中較常出現，不同異議類別的語言形式與語用策略為何，以及年齡是否會影響異議的數量多寡與建構方式。本研究採用言談分析(conversational analysis, CA)作為研究框架，並以言語行為理論(speech act theory),合作原則(Cooperative Principles)及禮貌理論(Politeness Principles)為理論基礎。 本研究以12份日常交談為語料，進行異議分析。在這12份語料中，8組對話者為同齡(4組年長者，4組年輕者)，4組對話者為跨齡。在分析過程中，先依異議的本質進行分類，進而分析討論異議中所使用的語言形式、語用策略、社會因素(年齡)，以及四者彼此之間的互動。 研究結果顯示，第一，人們使用評估異議的頻率為內容異議的兩倍之多。個人主觀式遠多於社會文化評估的異議。第二，就語言形式而言，在異議的建構中，否定句、預告詞及肯定句(依此順序)的使用頻率高於其他語言形式。然而，語言行式的選擇會隨異議的本質而有所改變。內容異議通常使用直接句型，如否定句與肯定句；評估異議則平均使用直接性的否定句與間接性的預告詞。第三，就語用策略而言，更正、解釋與質疑(依此順序)的使用頻率高於其他語用策略。語用策略的選擇亦隨異議本質的不同而有所改變。超過一半的內容異議使用更正策略，但在評估異議中，更正、解釋與質疑的使用頻率相當。第四，在評估異議中，在各個語用策略中，語言形式的種類比內容異議多。這個結果影射著評估異議對面子的威脅程度可能比內容異議來得嚴重。因此，在進行評估異議時，語言形式與語用策略的挑選用必須格外注意。第五，年齡與異議的建構有顯著的相關性。同齡組比跨齡組更容易產生異議。最後，在異議中，聽話者的角色比說話者的角色更具有影響力。 / Although people try to avoid opposition for the sake of politeness or other reasons, disagreement, which may threaten interpersonal relationship and the success of communication, is inevitable in our daily life. Previous studies on disagreement (including dispute, argument, conflict, etc.) have not probe into the nature of the referential content—whether it is content-based (in this study, C-disagreement) or evaluation-based (in this study, E-disagreement), and the influences of social factors on disagreement have rarely been examined in Taiwan. Therefore, the purposes of this study are to see what type of disagreement are most likely to occur in daily conversations and to examine whether age is an influential factor on linguistic choices for in disagreement in Chinese society. This study uses the framework of conversational analysis (CA), and adopts speech act theory (Austin, 1962; Searle, 1975), Cooperative Principles (Grice, 1975) and Politeness Principles (Brown and Levinson’s, 1978, 1987; Leech, 1983) as the theoretical foundations. 12 conversations by speakers of 8 same-age groups (including 4 old groups and 4 young groups) and 4 cross-age groups were examined for disagreement. Related data are categorized, analyzed, and discussed by types of disagreement, linguistic markers, pragmatic strategies, social variable (in this study, age), and the interaction among the four. The results of the data analyses show, first, people adopt nearly twice more E-disagreement than C-disagreement; moreover, E-disagreement based on personal judgment emerges more often than E-disagreement based on socio-cultural evaluation. Second, for linguistic markers, negation, pre-announcement marker, and affirmative (in this order) are adopted more in disagreement. However, preferences for linguistic markers change according to types of disagreement. In C-disagreement, direct syntactic markers, such as negation and affirmative, are used more frequently than the others; however, in E-disagreement, direct negation (syntactic) and indirect pre-announcement (lexical) are used with equal frequencies. Third, among pragmatic strategies, correction, account, and challenge (in this order) are adopted more frequently than the others. The usage of pragmatic strategies varies with types of disagreement. In C-disagreement, correction is highly adopted. But in E-disagreement, correction, account, and challenge are used with equal percentages. Fourth, the fact that more varieties of linguistic markers are used in each pragmatic strategy in E-disagreement than in C-disagreement may imply impoliteness, since face-threatening force is more serious in E-disagreement than in C-disagreement, which, in turn, indicates that more careful manipulation is needed in using E-disagreement. Fifth, age is influential in disagreement. More disagreements are found in the same-age groups than in the cross-age groups. Last, the hearer’s role is found to be more influential than the speaker’s role.

<p>Ova disertacija se bavi analizom jezički<br />ispoljene učtivosti na primerima filmskih<br />dijaloga kojima se ispoljava slaganje i<br />neslaganje sa sagovornikom na engleskom i<br />srpskom jeziku, kao i u titlovanim prevodima na<br />srpskom. Osnovni ciljevi istraživanja jesu da se<br />klasifikuju, opi&scaron;u i primerima potkrepe<br />strategije slaganja i neslaganja sa sagovornikom,<br />da se sumiraju i uporede dobijeni rezultati u dva<br />jezika, te da se utvrde promene prilikom<br />titlovanog prevođenja odabranih dijalog&acirc; sa<br />engleskog jezika na srpski. Pretpostavke u vezi<br />sa uklapanjem dobijenih rezultat&acirc; u<br />odgovarajuće kulturne matrice i osiroma&scaron;enjem<br />interakcijske komponente sadržaja titlovanog<br />prevoda istražene su u svetlu relevantnih<br />teorijskih razmatranja, putem kvalitativne<br />analize odabranog jezičkog materijala.</p> / <p>This thesis deals with verbally expressed<br />politeness in film dialogues of agreement and<br />disagreement with the interlocutor in English<br />and Serbian, as well as in subtitled translations<br />into Serbian. The most important goals of the<br />research are to classify, describe and exemplify<br />the strategies of agreement and disagreement in<br />selected US and Serbian films, to summarize<br />and compare the results of the analysis in the<br />two languages and to determine the changes in<br />the interactional component of meaning in the<br />subtitling mode of translation from English into<br />Serbian. The hypotheses concerning the<br />analysed cases of agreeing and disagreeing in<br />the light of prevalent politeness patterns in US<br />and Serbian culture, as well as the presumed<br />undertranslation of the interactional component<br />of meaning in the Serbian subtitles are tested<br />considering the relevant theoretical frameworks,<br />by means of applying the method of qualitative<br />analysis</p>

La présente recherche a pour objectif d’examiner les stratégies de politesse utilisées par des apprenants coréens qui apprennent le français comme langue seconde lors des situations de demande et de mettre en évidence le rôle de la L1 et de la culture d’origine des apprenants quant à leurs choix des stratégies de politesse en français. Trois groupes de répondants ont participé à la recherche : 30 locuteurs natifs coréens qui habitent à Séoul, en Corée, 30 étudiants coréens apprenant le français comme langue seconde à Montréal, au Canada, et 30 locuteurs natifs francophones habitant Montréal. Les données recueillies auprès des locuteurs natifs ont servi de bases de données reflétant respectivement les normes de la L1 et celles de la langue cible. Pour la collecte de données, nous avons utilisé quatre outils : le Discourse Completion Test (DCT) écrit, des échelles d’évaluation des variables contextuelles, un Questionnaire à choix multiples (QCM) ainsi qu’une entrevue semi-structurée. Les réponses obtenues au DCT écrit ont été analysées à l’aide du schéma de codage élaboré dans le cadre du Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka, House, & Kasper, 1989). Les résultats de notre recherche ont démontré que les apprenants coréens ont estimé les variables contextuelles, comme l’intimité et le pouvoir social ressentis vis-à-vis de l’interlocuteur dans les situations de demande de façon similaire aux locuteurs natifs francophones, alors qu’ils ont eu tendance à estimer une plus grande gravité d’imposition de la demande que les deux groupes de locuteurs natifs dans plusieurs situations de demande. Quant aux stratégies de demande, tandis que ce sont les stratégies indirectes qui ont été le plus fréquemment utilisées par les apprenants coréens et les locuteurs natifs francophones, les apprenants coréens ont montré une tendance au transfert pragmatique de la L1, en recourant aux stratégies directes plus fréquemment que les locuteurs natifs francophones. De plus, étant donné que les apprenants coréens ont utilisé beaucoup moins d’atténuateurs que les locuteurs natifs francophones, leurs formules de demande étaient plus directes et moins polies que celles employées par les locuteurs natifs francophones. En ce qui concerne les mouvements de soutien (supportive moves), les apprenants coréens se sont démarqués des deux groupes de locuteurs natifs, en recourant plus fréquemment à certaines catégories de mouvements de soutien que les autres répondants. Les analyses de corrélation entre l’estimation des variables contextuelles et le choix des stratégies de politesse nous ont permis de constater que les apprenants coréens ainsi que les locuteurs natifs francophones ont eu tendance à utiliser davantage d’atténuateurs lorsque le locuteur possède moins de pouvoir social. Les implications des résultats pour l’enseignement et l’apprentissage des aspects de la politesse dans la classe de français langue seconde ont été exposées. / The aim of this study is to investigate request strategies that Korean learners of French use in request situations. The role played by the learners’ first language and their culture of origin in making these choices will also be explored. Three groups of respondents participated in this study: 30 native Korean speakers living in Seoul, Korea, 30 Korean French learners in Montreal, Canada, and 30 French native speakers living in Montreal. Data collected from native speakers of both Korean and French were used to create baseline data reflecting first and second language norms respectively. Four data collecting methods were used: the Discourse Completion Test (DCT); an assessment questionnaire evaluating situational factors such as intimacy, the social power between interlocutors and the degree of imposition of requests; the multiple choice questionnaire (MCQ); and a semi-constructed interview. The responses obtained from the written DCT were analysed using the coding scheme elaborated in the Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka, House, & Kasper, 1989). The results of the study showed that the Korean French learners estimated situational factors like intimacy and the relative social power that they feel with interlocutors in a manner similar to that of the French native speakers. However, in many situations, the Korean learners of French tended to estimate that a request represented a greater imposition than either group of native speakers. Further, while the Korean French learners frequently used indirect strategies as the French native speakers used them, they showed a tendency towards pragmatic transfer from their first language (L1), using direct strategies more frequently than their native French-speaking counterparts. Moreover, as the Korean French learners used downgraders far less frequently, their semantic formulas were more direct and less polite than the ones used by French native speakers. Concerning supportive moves, the Korean French learners showed a different tendency from the two groups of native speakers, in that they used some categories of supportive moves more frequently. The correlation analysis between the results of the assessment questionnaire about situational factors and the politeness strategies used by respondents revealed that the Korean learners and the French native speakers used more downgraders when they have less social power than the hearer. Finally, the implications of these findings as relates to the pedagogical and didactic aspects of politeness in French as a second language classroom are examined.

Made available in DSpace on 2016-04-28T18:24:00Z (GMT). No. of bitstreams: 1 Guilene Detimermane de Souza Candia.pdf: 646049 bytes, checksum: 89ed730a7017f0a430c459439c2ec3ed (MD5) Previous issue date: 2009-03-17 / Secretaria da Educação do Estado de São Paulo / This master's thesis concerns the research, under the critical and pragmatic perspective, the conceptual and linguistic metaphors that have the effect of the bearer of ideology and strategy of civility in political discourse. It was the study of the opening address of the South African leader, Nelson Mandela Rolihlahla, pronounced in the occasion of his entrance into the office as President of South Africa on 10 May 1994 in the city of Johannesburg, capital of that country. The speech was sharp in English language, but for the analysis, we used the Portuguese translation, interpreting the ideological occurrences in it. The option for this speech was because we believe it has been a landmark of changes in the history of that country. The approach of the Metaphor in Use assumes that even the metaphor is a figure of thought, which is conceptual. It manifests itself in scope of language in use, and it is from the discursive context that it can most be understood. This dissertation, therefore, fits into the approach of Metaphor in Use and in the Theory of Conceptual Metaphor. First, for analyzing the pragmatic meaning of metaphors, that is, its meaning within the specific socio-historical context, and secondly for appraising the reality by meaning of metaphors. Considering these theoretical tools and counting on the methodology of Critical Analysis of Metaphor, this dissertation aims to identify the metaphors that have the sense of carrying the ideology of Mandela and that expresses criticism of his predecessors in power in a polish way, while safeguarding the identities of those involved in the discourse. Both analyses had been in such a way carried through leaving for the identification of metaphorical expressions, thus indicating the types of metaphors identified and, finally, given by whom, where and for whom the speech was pronounced, seeking its pragmatic sense. The results have shown that Mandela, making use of linguistic and conceptual metaphors, first, expressed his pacifist ideology, showing still, that it is fruit of a long way and, secondly, criticized his predecessors in power, without causing harm, that is, the metaphors in this discourse had also had a role to disarm the aggression / Esta dissertação de mestrado refere-se à pesquisa, sob a perspectiva crítica e pragmática, das metáforas conceptuais e lingüísticas que tenham o sentido de portadora de ideologia e de estratégia de polidez num discurso político. Teve como base de estudo o Discurso Inaugural do líder sul-africano, Nelson Rolihlahla Mandela, proferido na ocasião de sua posse como presidente da África do Sul, em 10 de maio de 1994, na cidade de Johannesburgo, capital daquele país. O discurso foi pronunciado em língua inglesa, mas para a análise servimo-nos da tradução ao português, interpretando suas ocorrências na mesma. A escolha deste discurso se deu por acreditarmos que o mesmo tenha sido um marco de mudanças na história daquele país e, a abordagem da metáfora em uso pressupõe que, mesmo a metáfora sendo uma figura de pensamento, isto é conceptual, ela manifesta-se no âmbito da linguagem em uso, e é a partir do contexto discursivo que ela pode ser mais bem compreendida. E esta dissertação, portanto, insere-se na abordagem da Metáfora em Uso e na Teoria da Metáfora Conceptual, primeiramente, por analisar o sentido pragmático das metáforas, isto é, o seu sentido dentro do contexto sócio-histórico específico e, em segundo lugar, por conceituar a realidade por meio das metáforas. Considerando essas ferramentas teóricas e contando com a metodologia da Análise Crítica da Metáfora esta dissertação se propõe a apontar as metáforas que tenham o sentido de portadora da ideologia de Mandela e que expressem críticas aos seus antecessores no poder de maneira polida, salvaguardando as faces dos envolvidos no discurso. Para tanto foram realizadas as análises, partindo pela identificação das expressões metafóricas, logo, apontando os tipos de metáforas identificadas e, por último, considerando por quem, onde e para quem foi proferido o discurso, buscando o seu sentido pragmático. Os resultados mostraram que Mandela, ao servir-se das metáforas conceptuais e lingüísticas, primeiramente, expressou sua ideologia pacifista, mostrando ainda, que é fruto de um longo caminho e, em segundo lugar, critica seus antecessores no poder, sem provocar ofensas, isto é, as metáforas, neste discurso, tiveram a função, também, de desarmar a agressão

As histórias em quadrinhos japonesas, conhecidas como mangás, vêm se popularizando muito fora do Japão nas últimas décadas. Partindo de uma abordagem que, nos estudos da tradução, considera a relevância de também se estudar os contextos e fatores externos ao texto, analisamos em nossa pesquisa a tradução para expressões de tratamento japonesas presentes nos mangás Love Hina, Yu Yu Hakusho e Chobits, publicados no Brasil no início dos anos 2000, quando o mercado de histórias quadrinhos japonesas ainda estava se estabelecendo no país, e que, uma década depois, foram reeditados pela mesma editora, mas com a tradução revisada. Questionamos se a experiência acumulada com a prática regular envolvendo a publicação de mangás, a consolidação de uma cultura do mangá no Brasil e consequente formação de um público leitor mais acostumado com características e especificidades do gênero trazem reflexos que são perceptíveis na tradução, veríficáveis por meio das estratégias de tradução empregadas. / Japanese comics, known as manga, have become very popular outside Japan in the last few decades. Based on an approach that in the translation studies considers the relevance of also studying the contexts and factors external to the text, we analyzed in our research the translation for japanese treatment expressions present in Love Hina, Yu Yu Hakusho and Chobits, manga published in Brazil in the early 2000s, when the japanese comic book market was still settling in the country; a decade later these manga were reprinted by the same publisher, but with a revised translation. We question whether the regular practice involving the publication of manga, the consolidation of a manga culture in Brazil and the consequent formation of a readership more accustomed to characteristics and specificities of the genre brings reflexes that are perceptible in translations, verifiable by means of translation strategies employed.

El momento de expansión de la industria turística justifica la creciente demanda de profesionales con una formación adecuada, destacando la importancia de la competencia comunicativa tanto oral como escrita en inglés como lengua internacional. Aunque los componentes orales tienden a considerarse un objetivo preferente en el aprendizaje/adquisición de lenguas para turismo, la escritura efectiva de ciertos géneros también forma parte del quehacer diario de la empresa turística. En el presente trabajo nos centramos en la carta de reclamación/queja que escribe una agencia de viajes a otro servicio del sector en nombre de un cliente insatisfecho. El principal objetivo del estudio empírico es la enseñanza de diversos recursos de cortesía mediante los cuales los estudiantes mejoran su competencia escrita de este tipo de correspondencia, haciendo especial hincapié en la función que desempeñan cada uno de ellos. Las actividades diseñadas para tal fin plantean una serie de comentarios que invitan a la reflexión de los alumnos de tal forma que los recursos de cortesía que aprenden a utilizar en esta carta puedan también aplicarlos a otro tipo de correspondencia o textos escritos propios de su contexto profesional específico.