Dinkas down under: request performance in simulated workplace interaction

This study offers practical insights into the instruction needs of Dinka-background immigrants to Australia (and their teachers) and expands theoretical frameworks commonly used to investigate interlanguage requests. Data from 30 intermediate level Dinka-background speakers of English and the same number of learners from other language backgrounds and native speakers of Australian English were collected as they negotiated complex requests in simulated workplace situations and analysed for evidence of stance as well as for the use of mitigation using a modified CCSARP (Cross Cultural Speech Act Research Project) framework. This analysis revealed that although both learner groups made fewer indirect requests and considerably fewer syntactic and lexical modifications than the native speakers, the Dinka used the least. Neither learner group made much use of preparators and disarmers to negotiate their requests, and the Dinka relied heavily on forceful reasons that were often repeated rather than reformulated. Overall, the Dinka were less successful in their use of empathetic and interpersonal markers and consultative devices, and although the native speakers tended to negotiate from a stance that established rapport and mutual responsibility, the Dinka more often took the role of supplicant. These differences appear to be motivated by both pragmalinguistic and sociocultural issues. Recommendations for instruction are given.