A01 cohe4573 01 se fm. Qxd

1
Attention getter/alerter (e.g., address terms):
Danny,
2
Head act (core of the request sequence, the request proper):
can you remind me later to bring the book for you on Monday?
3
Supportive move(s) (before or after the head act):
Otherwise, I’m sure to forget.
Request mitigators/upgraders
Mitigating the face-threatening nature of requests can also be achieved by
use of downgraders.
29
The requester might indicate being pessimistic with
regard to the outcome of the request (negative usage) or hesitant about 
making the request (interrogative and modal usage “might”). Use of the past
tense or embedded if-clause might also serve as a distancing element.
27
Blum-Kulka et al. (1989); Blum-Kulka and Olshtain (1984).
28
Blum-Kulka and Olshtain (1984).
29
Blum-Kulka and Olshtain (1984: 204).

---

6 8
G R O U N D I N G I N T H E T E A C H I N G A N D L E A R N I N G O F L 2 P R A G M A T I C S
■
Could you do the cleaning up?
■
Could you remind me later . . . ?
■
Look, excuse me. I wonder if you wouldn’t mind dropping me off at home?
■
I wanted to ask for a postponement.
■
I would appreciate it if you left me alone.
Some examples of other softening downgraders are:
■
Do you think I could borrow your lecture notes from yesterday?
■
Could you tidy up a bit before I start?
■
It would really help if you did something about the kitchen.
■
Will you be able to perhaps drive me?
■
Can I use your pen for a minute, please?
On the other hand, the speaker/writer may wish to increase the com-
pelling force of the request. This function of aggravating the request can be
achieved through upgraders.
■
Clean up this mess, it’s disgusting.
■
You still haven’t cleaned up that bloody mess!
Supportive moves
A supportive move appears either before or after the head act and affects the
context in which the request is embedded, and thus indirectly modifies the
request.
30
Some examples are: