A01 cohe4573 01 se fm. Qxd

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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
extension on the paper for her course. She is a senior professor in her
50s teaching a large lecture course and this is your first time talking 
to her in private. You approach her after the class session is over 
and say:
Single-turn DCT
You:
Multiple-turn DCT
You:
Prof. Johnson: But the deadline was made clear in the syllabus.
You:
Prof. Johnson: Well, OK, but only two extra days.
You:
While the single-turn DCT may elicit an expression of request alone, 
the multiple-turn DCT most likely prompts speakers to engage in a more
extended dialogue.
6
Speakers are also required to attend to what their con-
versational partner says and make their response fit into the context (see
more discussion about this point in Chapter 9). A DCT is often written but
can be conducted using oral language (hence, an oral DCT).
7
The descrip-
tion of the situation can be enhanced with detailed information about the
context or with some visual aids (e.g., picture-enhanced DCT
8
). Another 
creative use of DCT in the classroom is the student-generated DCT
9
in which
learners, instead of teachers, develop DCT scenarios based on their needs
and past experiences.
6
Cohen and Shively (2003).
7
As in Brown, J. D. (2001); Ishihara (2003b).
8
Yamashita (2002).
9
McLean (2005).

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C O L L E C T I N G D A T A R E F L E C T I N G T H E P R A G M A T I C U S E O F L A N G U A G E
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Examples of role-plays
Role A: Employee
You have a part-time job at a local convenience store. One day, your
boss and the store owner, who is about 20 years older than you,
invites all the employees to a staff appreciation party. You know it
would be fun to go, especially since everyone else will be there. The
problem is that you have dinner planned and theater tickets that
evening with an old friend just in town for the day. So while there is
a sense of obligation to your boss, you’re going to need to skip the