The present survey examined Turkish EFL learners consciousness of indirectness as a niceness scheme, and to what grade they considered or would see the rules of ‘power ‘ , ‘social distance ‘ , and ‘size of infliction ‘ while executing their petitions under assorted state of affairss and conditions. The survey aimed at uncovering whether gender, age, and lingual proficiency degree affected the matter-of-fact competency of the scholars. The topics were 35 High School pupils in Bursa, Turkey, and 14 native talkers of English from Britain and the USA. The informations were collected by the aid of a 15-item multiple-choice questionnaire which was prepared by the research worker. Direct, indirect, and non-conventional indirect bespeaking inclinations were tested. Consequences revealed that the schemes preferred by Turkish EFL scholars are affected by lingual proficiency degree, age, and gender. It was observed that female pupils preferred largely indirect requesting vocalizations, which ever surpassed male pupils ‘ inclinations at all ages and lingual proficiency degrees. It was besides observed that straightness decreased as the age and lingual proficiency degree increased, which suggested that indirectness increases together with the age and lingual proficiency.
Keywords: Requesting, Age, Gender, Proficiency degree, Turkish pupils
1. Introduction
Takimoto ( 2006 ) reminded that larning pragmatics instead than grammar has become one of the most important countries of focal point, particularly where exposure to a foreign linguistic communication is limited and where merely limited category clip is available for learning a foreign linguistic communication. Investigating the matter-of-fact competency of linguistic communication scholars has besides helped to uncover how some peculiar belongingss of a certain linguistic communication are learnt and used in existent communicating. And, possibly that ‘s why this specific country of probe has received a considerable and cumulative involvement of linguists. Pragmatics takes on an added importance, particularly as planetary communicating and interaction continuously increases, and the plans such as ‘Erasmus ‘ and ‘Comenius ‘ ( pupil and instructor exchange educational plans ) are regularly and repeatedly launched. These sorts of plans conveying a assortment of persons together who come from different societal and cultural backgrounds, and who possess different manners of address production and perceptual experience. Blum-Kulka et Al. ( 1989 ) postulated that cultural interactive differences may make culturally determined outlooks and interpretive schemes, and can take to breakdowns in communicating. So, misinterpretation has been one of the chief subjects of probe as a critical affair, particularly in intercultural communicating ( Verdonik, 2010 ) . Undoubtedly, understanding one another correctly, or at least being cognizant of the cultural and/or sociolinguistic differences of communities would assist in bettering the tolerance and interaction. For this ground, surely there is demand to to the full grok the constituents and inside informations of this capable affair.
The lingual competency and matter-of-fact competency are both of import in transnational communicating, which can be investigated, interpreted, and comprehended by analysing people ‘s linguistic communication manners ( both produced and perceived ) . This is non merely an of import affair of probe but besides rather interesting, since in one civilization or community stating something might be comparatively different in another civilization or community. Furthermore, sometimes really small things can ache or do people experience offended during interaction as exemplified in the followers:
Once, a individual coming from Turkey was invited to a dinner by a British household, and everything went great until the terminal of the dark. The conversation was as follows:
Turkish individual: Thank you for the dinner. Everything was great.
British household: You ‘re welcome. Would you wish us to give you a lift to the coach halt?
Turkish individual: Not of import!
British household: … silence! …
What happened in this conversation was wholly related to pragmatics and sociolinguistics. The ‘Not of import ‘ words of the Turkish individual must hold offended or hurt the British household somehow, so that they made it obvious to the Turkish individual, which in return made her feel uncomfortable, excessively. What the British household might hold understood from the ‘Not of import! ‘ vocalization might be: a ) their offer was non of import ; or B ) it was n’t of import if she stayed at their place or went ; or c ) something much different. Nevertheless, ‘not of import ‘ is a fixed look in Turkish ( & A ; ouml ; nemli deAYil ) , which is used really frequently by people to state something like ‘it ‘s alright ‘ , and that either/every manner would be appreciated. So, an obvious misinterpretation occurred in the illustration above. That is why, when persons from assorted communities with a different cultural and sociolinguistic background meet, it might be helpful to be cognizant of the fact that what people say or how they say it does non ever have to be in the manner the other side says or means it. Therefore, linguistic communication usage has been the focal point of many surveies ( e.g. Harlow, 1990 ; Pennebaker et al. , 2003 ; Silverstein, 2010 ; Andren et al. , 2010 ; Morgan, 2010 ; Kiesling and Johnson, 2010 ; Pfister, 2010 ) .
1.1. Speech act and indirectness
Address Acts of the Apostless ( Austin, 1962 ) , indirect address Acts of the Apostless ( Searle, 1975 ) , and niceness ( Brown and Levinson, 1987 ) are impressions that are frequently used and explained together and in relation with one another within the context of linguistic communication usage. When talkers perform vocalizations in context they accomplish ‘interactional Acts of the Apostless ‘ and ‘speech Acts of the Apostless ‘ ( Ellis, 2001:159 ) . Harmonizing to the address act theory, the public presentation of a address act involves the public presentation of a ‘locutionary act ‘ , an ‘illocutionary act ‘ , or a ‘perlocutionary act ‘ , where largely the illocutionary Acts of the Apostless are stressed as the most interesting and questionable. The illocutionary force of the vocalizations mostly depends on the conventions, contexts, or a talker ‘s purpose, instead than on the actual semantic content of the vocalizations. Thomas ( 1995:51 ) stated that merely as the same vocalizations might hold different significances in different conditions or contexts, different words could be used to execute the same address act. No affair whether address Acts of the Apostless operate by cosmopolitan matter-of-fact rules, or vary in conceptualisation and verbalisation across civilizations and linguistic communications ; claiming that linguistic communication users ‘ public presentations will transport some single deductions that will change widely should non be naif. Mikolic ( 2010 ) noted that linguistic communication is non merely a agency of communicating but besides an look of both personal and cultural individuality that would be based on societal fortunes. Likewise, Drager ( 2010 ) pointed out that there is a nexus between societal factors and fluctuation in production and perceptual experience of address. Actually, it has been shown that civilizations vary in their interactive manners and perceptual experience of messages, taking to different penchants of address act behaviours and reading of conveyed messages ( e.g. Cheung, 2010 ; Mikolic, 2010 ; Kramsch, 1995 ; Economidou-Kogetsidis, 2010 ; Schr & A ; ouml ; der, 2010 ; Thorne, 2003 ; Fukushima, 1990 ; Wierzbicka, 1985 ; Walters, 1979 ; Mills, 2009 ) . Therefore, the survey of address Acts of the Apostless occupies a cardinal concern, peculiarly in cross-cultural pragmatics. The basic proposition is that the minimum units of human communicating are non lingual looks, but public presentation of certain sorts of Acts of the Apostless, such as doing statements, inquiring inquiries, giving waies, apologising, thanking, promising, warning, etc. ( Blum-Kulka et al. , ibid. ) .
1.2. Requests and niceness
The present survey is traveling to concentrate on ‘requests ‘ since they are regarded as ‘face-threatening Acts of the Apostless ‘ ( Brown and Levinson, 1987 ) that impose force per unit area on the middlemans, and therefore, doing them particular and delicate actions. They initiate an action which triggers a reaction, allowing or rejection ( Lee, 2009 ) . Ellis ( 2001:160 ) asserted that people have to take into consideration their relationship with the addressees, and the importance, or the size of the alterations they are traveling to do in other people ‘s lives, so that common response is carried out, and the nature of interaction between the talker and the listener is non damaged. Surveies in the field of pragmatics showed that persons use ‘indirect address ‘ in their societal dealingss as a niceness scheme in order to minimise the hazard of miscommunication, and besides see the function of three important factors such as ‘size of infliction ‘ , ‘power ‘ , and ‘social distance ‘ ( LoCastro, 1997 ; Felix-Brasdefer, 2005 ; Marti, 2006 ; Fukushima, 1996 ; Rinnert and Kobayashi, 1999 ; Economidou-Kogetsidis, 2010 ; Limberg, 2009 ) . Besides these, Blum-Kulka et Al. ( ibid. ) provided a general frame of bespeaking schemes where they divided straightness into three classs as ‘direct ‘ , ‘indirect ‘ , and ‘non-conventional indirect ‘ . So, it should be natural to anticipate talkers to see these specific factors while recognizing the requesting actions. The above mentioned characteristics of petitions were besides considered in the readying of the informations aggregation tool of the present survey.
The intent of this survey is to happen out to what degree Turkish scholars of English as a foreign linguistic communication ( EFL ) are able to separate between polite and less polite signifiers of petitions. It besides attempts to supply a general overview of the differences between Turkish and English conventions in penchants in recognizing petitions under certain state of affairss by comparing Turkish EFL scholars with native talkers of English. The findings are expected to supply an thought about the matter-of-fact competency of scholars of assorted lingual proficiency degrees, ages, and genders. Decisions may catch the attending of those who are someway in contact with Turkish pupils or people, and of those who investigate the matter-of-fact competency and/or niceness scheme penchants of males and females of assorted proficiency degrees, and ages. The survey aims at happening the replies of the undermentioned inquiries:
Do Turkish EFL scholars are able to separate between polite and less polite signifiers of petitions?
To what degree the impressions such as ‘size of infliction ‘ , ‘social distance ‘ , and ‘power ‘ are considered while executing signifiers ( direct, indirect, non-conventional indirect ) of petitions?
Is there any betterment in the matter-of-fact competency through different linguistic communication proficiency degrees?
Make gender and age factors affect the manner scholars realize their requesting schemes?
2. Method
Ellis ( 2001:162 ) noted that when analyzing illocutionary Acts of the Apostless, ideally there is demand to roll up three sets of informations: a ) address performed by L2 scholars in the mark linguistic communication, B ) address performed by native talkers in the mark linguistic communication, and degree Celsius ) samples performed by native talkers in L1 ; and that merely that manner it would be possible to find to what degree learner public presentation differs from native talker public presentation. However, Jucker ( 2009 ) postulated that there is no ideal research method for the probe of address Acts of the Apostless, because one peculiar method might supply interesting consequences for one specific inquiry, while it might be of small value for another set of inquiries. The present survey followed the suggestion of Ellis.
2.1. Subjects
Participants were 35 Turkish adolescents who have been larning English as a foreign linguistic communication in the Anatolian Teacher Training High School, Bursa, Turkey. The scholars ranged in age from 15 to 18 old ages, whose female parent lingua was Turkish, and who represented culturally and educationally similar backgrounds. They ranged in lingual proficiency degrees from pre-intermediate to upper-intermediate ( the pre-intermediate proficiency degree group consisted of 12 pupils, the intermediate group of 10, and the upper-intermediate group of 13 pupils ) . All the pupils had become ab initio successful at a general arrangement test in Turkey, as a consequence of which they became pupils at the High School.
The pre-intermediate group was composed of a preparative category ( 8 male and 4 female ) . They had compulsory 30 two hours of English a hebdomad, and have been to a great extent exposed to English for about an academic twelvemonth ( eight months ) . The intermediate group consisted of pupils ( 4 male and 6 female ) who were go toing their 3rd twelvemonth at the school. They had besides successfully completed the preparatory category, and were holding 12 hours of English a hebdomad compulsory besides other capable classs. They specialized in English and aimed at going instructors of English linguistic communication in the hereafter. And, the pupils in the upper-intermediate group ( 5 male and 8 female ) were one twelvemonth in front of the pupils in the intermediate group, and were go toing their last twelvemonth in the school. They were besides specialising in English, and were holding 12 hours of English a hebdomad mandatary.
These groups were selected since they showed similar features and motive in the sense of yesteryear, nowadays, and future determinations of their instruction. Besides the experimental groups, 14 indiscriminately selected native talkers of English ( British and American ) were used as a control group ( 7 females and 7 males whose ages were between 16 and 29 ) . The average age was 20. The group represented a broad scope of educational and professional background. Two of the topics were high school pupils, four were university pupils, and the other eight were working in assorted occupations.
2.2. Materials
15-item multiple-choice questionnaire ( see the Appendix ) that was prepared by the research worker was administered to all topics. Each point provided an option for ‘direct ‘ , ‘indirect ‘ , and ‘non-conventional indirect ‘ requesting vocalizations. The vocalizations presented assorted state of affairss in the sense of ‘size of infliction ‘ , ‘social distance ‘ , and ‘power ‘ . The picks were provided in a assorted order. The topics were asked to take the vocalization that they would state in the given state of affairs. For illustration:
You are short of money and you ask your male parent to give you some.
a ) Dad, give me some money please. ( direct bespeaking vocalization )
B ) Could you give me some money pa? ( indirect bespeaking vocalization )
degree Celsius ) I am short of money pa. ( non-conventional indirect vocalization )
The instructions were given in Turkish and the pupils were told the significances of the words they did n’t cognize, so that it was assured that the vocalizations were comprehended by the topics. For the native talkers instructions were provided in English.
2.3. Procedure
The topics selected one of the provided picks, which they separately perceived as the most appropriate one in the provided state of affairss. The questionnaire was administered in the schoolroom during pupils ‘ free clip after lessons, which took less than 15 proceedingss in entire for each group. The native talkers, on the other manus, were the familiarities of the research worker, and were forwarded the questionnaire by electronic mail. They were asked to finish it whenever they felt most comfy. The questionnaires were collected back once more by electronic mail. The topics were informed that the probe was a portion of a research, and that all private information would be protected to do them experience relaxed.
2.4. Analysiss
The informations were quantified and analyzed sing the groups, genders, ages, and single responses provided in each lingual proficiency degree. A elaborate frequence was estimated for each person of the group concentrating on the responses given for ‘direct ‘ , ‘indirect ‘ , and ‘non-conventional indirect ‘ picks provided in the questionnaire. Then, all replies were synthesized and frequences were estimated for all groups.
3. Findingss and treatment
The consequences that derived from this survey are presented in the tabular arraies below. All Numberss are indicated in per centums and frequences. Table 1.1 shows the entire per centums and frequences of the three bespeaking schemes ( direct, indirect, non-conventional indirect ) preferred by the three experimental groups and the control group, while Table 1.2 presents the genders and ages of the persons in the experimental groups, together with their inclinations of utilizing the mentioned three schemes. Table 2.1 shows the single per centums and frequences, and genders of topics in the pre-intermediate group, while Table 2.2 shows the values of the intermediate group, Table 2.3 shows the values of the upper-intermediate group.
Table 1.1. Requesting schemes by groups
Group
%
F
Direct
Indirect
Non-conventional indirect
Entire
Subjects
Entire
Answers
Native Speakers
%
F
21.9
46
48.6
102
29.5
62
100
14
210
Pre-Intermediate
%
F
27.8
50
40
72
32.2
58
100
12
180
Intermediate
%
F
24.7
37
52
78
23.3
35
100
10
150
Upper-Intermediate
%
F
23.6
46
54.9
107
21.5
42
100
13
195
Harmonizing to the findings, the pupils were cognizant of the indirectness in the vocalizations as a niceness scheme. It was observed that straightness was the most frequent in the pre-intermediate proficiency group where the mensural per centum was 27.8 % , and invariably decreased as the proficiency and age increased. The mensural straightness in the intermediate proficiency group was 24.7 % , and 23.6 % in the upper-intermediate group, which was the closest per centum to the native talkers group with the per centum of 21.9 % ( see Table 1.1 ) . On the other manus, indirect vocalizations in general were preferred most often by all groups ( 40 % by the pre-intermediate group, 52 % by the intermediate group, 54.9 % by the upper-intermediate group, and 48.6 % by the native talkers group ) . Sing the experimental groups the non-conventional indirect scheme usage was observed to diminish as age and lingual proficiency increased ( 32.2 % in pre-intermediate group, 23.3 % in intermediate group, and 21.5 % in upper-intermediate group ) . This value was 30 % for native talkers group.
Table 1.2. The responses of the experimental groups by gender and age
Gender
Age
Number of the Students
Direct Inclination
Indirect Inclination
Non-conventional indirect Inclination
Male
15
8
28.3 %
36.7 %
35 %
17
4
28.3 %
46.7 %
25 %
18
5
26.7 %
56 %
17.3 %
Female
15
4
26.7 %
48.3 %
25 %
17
6
27.4 %
51.3 %
21.3 %
18
8
26.7 %
56.7 %
16.7 %
When male and female pupils ‘ responses in the three experimental groups were compared it was observed that 50 % of the pre-intermediate females ( 2/4 pupils ) selected the indirect options in the eight or more points out of the entire 15 in the questionnaire, which was more than half of the points, while none of the males ( 0 pupils ) selected the indirect options at that rate. It was observed that this rate was once more 50 % for the females ( 3/6 pupils ) and 25 % for the males ( 1/4 pupils ) of the intermediate group, and about 63 % for the females ( 5/8 pupils ) , and 60 % for the males ( 3/5 pupils ) in the upper-intermediate group. It was attention-catching that there was an addition of 60 % in the males group. The females, on the other manus, already preferable indirectness as a dominant scheme that besides increased over 12 % ( see Table 2.1, Table 2.2, and Table 2.3 ) . Another observation was that female pupils preferred largely indirect bespeaking schemes, which ever surpassed male pupils ‘ inclinations ( pre-intermediate group, age 15, females 48.3 % – males 36.7 % ; intermediate group, age 17, females 51.3 % – males 46.7 % ; and upper-intermediate group, age 18, females 56.7 % – males 56 % ) while, nevertheless, male pupils ‘ penchants to utilize indirect schemes significantly increased correspondingly with the increased age and lingual proficiency. So, straightness decreased as the age and lingual proficiency degree increased.
However, one might knock that these values can non be taken as betterment since the pupils in the pre-intermediate group were non the same pupils with those in the intermediate and upper-intermediate groups. Although the pupils in the three experimental groups were non precisely indistinguishable, they had similar features sing their educational, societal, and matter-of-fact backgrounds. Although there might be single differences, more or less their proficiency degree progressed in the similar manner since they had the same classs, instructors, and stuffs.
Table 2.1. The single responses of the pre-intermediate experimental group
( f = female, m = male )
Student
%
F
Direct
Indirect
Non-Conventional Indirect
Entire Responses
Student 1 ( m )
%
F
13.3
2
26.7
4
60
9
100
15
Student 2 ( m )
%
F
40
6
40
6
20
3
100
15
Student 3 ( m )
%
F
26.7
4
46.7
7
26.7
4
100
15
Student 4 ( m )
%
F
33.3
5
46.7
7
20
3
100
15
Student 5 ( m )
%
F
33.3
5
33.3
5
33.3
5
100
15
Student 6 ( m )
%
F
40
6
33.3
5
26.7
4
100
15
Student 7 ( m )
%
F
33.3
5
40
6
26.7
4
100
15
Student 8 ( m )
%
F
6.7
1
26.7
4
66.7
10
100
15
Student 9 ( degree Fahrenheit )
%
F
26.7
4
60
9
13.3
2
100
15
Student 10 ( degree Fahrenheit )
%
F
26.7
4
53.3
8
20
3
100
15
Student 11 ( degree Fahrenheit )
%
F
33.3
5
33.3
5
33.3
5
100
15
Student 12 ( degree Fahrenheit )
%
F
20
3
46.7
7
33.3
5
100
15
Table 2.2. The single responses of the intermediate experimental group
( f = female, m = male )
Student
%
F
Direct
Indirect
Non-Conventional Indirect
Entire Responses
Student 1 ( m )
%
F
26.7
4
46.7
7
26.7
4
100
15
Student 2 ( m )
%
F
20
3
46.7
7
33.3
5
100
15
Student 3 ( m )
%
F
40
6
20
3
40
6
100
15
Student 4 ( m )
%
F
26.7
4
73.3
11
0
0
100
15
Student 5 ( degree Fahrenheit )
%
F
26.7
4
33.3
5
40
6
100
15
Student 6 ( degree Fahrenheit )
%
F
80
12
20
3
0
0
100
15
Student 7 ( degree Fahrenheit )
%
F
33.3
5
40
6
26.7
4
100
15
Student 8 ( degree Fahrenheit )
%
F
26.7
4
53.3
8
20
3
100
15
Student 9 ( degree Fahrenheit )
%
F
26.7
4
66.7
10
6.7
1
100
15
Student 10 ( degree Fahrenheit )
%
F
20
3
60
9
20
3
100
15
Table 2.3. The single responses of the upper-intermediate experimental group
( f = female, m = male )
Student
%
F
Direct
Indirect
Non-Conventional Indirect
Entire Responses
Student 1 ( m )
%
F
26.7
4
66.7
10
6.7
1
100
15
Student 2 ( m )
%
F
33.3
5
53.3
8
13.3
2
100
15
Student 3 ( m )
%
F
13.3
2
53.3
8
33.3
5
100
15
Student 4 ( m )
%
F
33.3
5
46.7
7
20
3
100
15
Student 5 ( m )
%
F
26.7
4
60
9
13.3
2
100
15
Student 6 ( degree Fahrenheit )
%
F
40
6
46.7
7
13.3
2
100
15
Student 7 ( degree Fahrenheit )
%
F
33.3
5
66.7
10
0
0
100
15
Student 8 ( degree Fahrenheit )
%
F
26.7
4
40
6
33.3
5
100
15
Student 9 ( degree Fahrenheit )
%
F
13.3
2
73.3
11
13.3
2
100
15
Student 10 ( degree Fahrenheit )
%
F
6.7
1
66.7
10
26.7
4
100
15
Student 11 ( degree Fahrenheit )
%
F
33.3
5
33.3
5
33.3
5
100
15
Student 12 ( degree Fahrenheit )
%
F
26.7
4
53.3
8
20
3
100
15
Student 13 ( degree Fahrenheit )
%
F
40
6
60
9
0
0
100
15
To sum up, the consequences revealed that the schemes preferred by Turkish EFL scholars are affected by lingual proficiency degree, age, and gender. The information besides proposed that topics were rather witting in their penchants sing the impressions of ‘power ‘ , ‘size of infliction ‘ , and ‘social distance ‘ . One stupefying observation was that the inclination of utilizing indirect bespeaking scheme increased at a entire rate of about 20 % for males, which seems to be a strong index for the hypothesis that the usage of indirect schemes is affected by age and proficiency degree. Although the rate of addition was non that high, an addition over 8 % was still observed for females, excessively. Another related and interesting observation was that the inclination to utilize non-conventional indirect scheme dropped significantly as the age and lingual proficiency degree increased. The difference between the pre-intermediate and upper-intermediate groups was about 18 % for males and 9 % for females. So, it would be possible to propose that there is close connexion between the two schemes ( indirect versus non-conventional indirect ) sing the per centums attained from the present survey. That is to state, the penchant of utilizing non-conventional indirect scheme by the pupils seems to diminish as the usage of indirect scheme additions ( see Table 1.2 ) .
4. Drumhead and decisions
The end of the present survey was to analyze to what degree Turkish EFL scholars were cognizant of the niceness and indirectness impressions, and which of the antecedently mentioned three schemes ( direct, indirect, non-conventional indirect ) they tended to prefer while executing their petitions under assorted state of affairss and conditions. The survey besides aimed at uncovering whether gender, age, and proficiency degree affected the matter-of-fact competency of Turkish EFL scholars.
The findings of the survey provided interesting information about Turkish EFL scholars and their matter-of-fact development. However, as this was a little graduated table research carried out with merely 35 participants ( plus 14 topics of the control group ) , one should be cautious while generalising the findings to all scholars and/or conditions. The control group, on the other manus, might be selected more carefully, so that it would stand for similar features with the experimental groups sing gender and age factors.
The undermentioned surveies might be carried out with a larger figure of topics, and besides detecting the matter-of-fact development of the same topics through the lingual degrees they advance, and in assorted periods of their lives. Contrastive surveies might supply valuable grounds about the sociocultural and sociolinguistic characteristics of assorted societies, which in return might hike international communicating and cooperation, and assist the bing 1s to be carried out more qualitatively.
Appendix
Questionnaire ( Anket )
Choose the most appropriate requesting vocalization for the undermentioned state of affairss. ( AAYaAYA±daki durumlarda s & A ; ouml ; ylenebilecek en uygun rica ifadesini Se & A ; ccedil ; iniz. )
You are short of money and you ask your male parent to give you some.
a ) Dad, give me some money please.
B ) Could you give me some money pa?
degree Celsius ) I am short of money pa.
You are really world-weary and you want your brother to turn on the Television.
Can you turn on the Television?
Bend on the Television please.
There may be something interesting on the Television right now.
Your house needs to be painted. So, you ask your friend for aid.
My house needs to be painted and I have to make it all on my ain.
Help me to paint my house this weekend.
Could you help me to paint my house?
You are a commanding officer in the ground forces and you ask one of the soldiers to post a top secret missive.
Post this missive instantly soldier.
Could you post this missive soldier?
This missive must be posted desperately soldier.
Your neighbour is listening to music but it is excessively loud so, you say.
Can you turn down the music?
Turn down the music please.
Everybody can hear the music even from 2 kilometres.
You are going in a train compartment with an old adult male. It is really hot inside so, you say.
It is really hot interior, is n’t it?
Open the window please.
Could you open the window?
The room is dark and your instructor is by the light switch so, you say.
Please exchange on the light instructor.
Could you switch on the visible radiation instructor?
The room is really dark instructor.
You are in a large fabrics store so, you ask the gross revenues helper for a white shirt.
Do you hold a white shirt?
Give me a white shirt please.
Can you demo me your white shirts?
Your hair is untidy so, your school chief says.
Would you comb your hair?
Comb your hair.
Your hair is really untidy.
You are watching an exciting lucifer on the Television with your sister and you feel really thirsty so, you say.
Bring me a glass of coke please.
Can you convey me a glass of coke?
I would wish to hold a glass of coke now.
Your foreman wants to look into the last understanding file so, he asks you for it.
Bring me the file of the last understanding.
Can you convey me the file of the last understanding?
Do you hold the file of the last understanding?
You do n’t cognize where the station office is so, you ask an old adult female about it.
I am looking for the station office.
Show me the station office please.
Could you demo me the station office?
Your nomadic phone demands to be recharged so, you ask your friend to allow you do a call.
Give me your nomadic phone. I have to do a call.
Would you allow me utilize your phone?
I have to do a call but my nomadic phone is non working.
One of your close friends is sitting on your notebook so, you say.
Could you stand up delight? You are sitting on my notebook.
Stand up. You are sitting on my notebook.
You are sitting on my notebook.
You have some invitees at place. You feel really sleepy and say.
Go place please. I feel really sleepy.
Would you mind go forthing because I feel really sleepy?
What ‘s the clip? … Oh it is truly late. Do n’t you experience tired excessively?
