To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.

Research output: Contribution to conference - Without ISBN/ISSN › Poster

Published

To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests. / Schauer, Gila.
2005. Poster session presented at Politeness Conference: Multidisciplinary Perspectives on Language and Culture, University of Nottingham.

Research output: Contribution to conference - Without ISBN/ISSN › Poster

Schauer, G 2005, 'To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.', Politeness Conference: Multidisciplinary Perspectives on Language and Culture, University of Nottingham, 12/03/05.

Schauer, G. (2005). To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.. Poster session presented at Politeness Conference: Multidisciplinary Perspectives on Language and Culture, University of Nottingham.

Schauer G. To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.. 2005. Poster session presented at Politeness Conference: Multidisciplinary Perspectives on Language and Culture, University of Nottingham.

Schauer, Gila. / To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests. Poster session presented at Politeness Conference: Multidisciplinary Perspectives on Language and Culture, University of Nottingham.

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title = "To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.",

author = "Gila Schauer",

year = "2005",

month = mar,

day = "12",

language = "English",

note = "Politeness Conference: Multidisciplinary Perspectives on Language and Culture ; Conference date: 12-03-2005",

}

TY - CONF

T1 - To be direct or not to be direct: Learners' and native speakers' use of directness levels in requests.

AU - Schauer, Gila

PY - 2005/3/12

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M3 - Poster

T2 - Politeness Conference: Multidisciplinary Perspectives on Language and Culture

Y2 - 12 March 2005

ER -

Research