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Table of Contents
Acknowledgments; Contents; Contributors; 1 Introduction; 1.1 Organization of the Book; 1.1.1 Section 1: Emails from Students to Professors; 1.1.2 Section 2: Emails from Students to the International Academic Community; 1.1.3 Section 3: Emails from Peer to Peer; 1.1.4 Section 4: Emails in the Workplace; References; Part I Emails from Students to Professors ; 2 Negotiating Personal Relationship Through Email Terms of Address; Abstract; 2.1 Introduction; 2.2 Methods; 2.2.1 Research Site; 2.2.2 Email Instruction; 2.2.3 Data Analysis; 2.3 Negotiation of Relationship.
2.3.1 Four Cases of Negotiating Personal Relationships with the Instructor2.3.2 Salutation, Closing, and Signature; 2.4 Role of Instruction; 2.5 Conclusion; Appendix 1: Instruction on Principles of Communicative Success in Email; Appendix 2: Letter Requesting Email Before Instruction; Appendix 3: Letters Sent to Individual Students: Returned Homework, Showing Examples Coded as Brief Note (HB) and Comment (HC); Appendix 4: Letters Sent to the Whole Spring Class: Sending Attachment; Appendix 5: Letters Sent to the Whole Spring Class: Request.
Appendix 6: Letters Sent to the Whole Spring Class: ApologyAppendix 7: Letter Sent to the Whole Spring Class: Gratitude; References; 3 Discourse Organization and Features of Email Writing Among EFL Students in Taiwan; Abstract; 3.1 Introduction; 3.1.1 Computer-Mediated Communication (CMC); 3.1.2 Email; 3.1.3 Internet Use and Language Use in Taiwan; 3.1.4 Research Questions; 3.2 Methods; 3.2.1 Email Corpus; 3.2.2 Participants; 3.2.3 Procedures; 3.3 Findings and Discussion; 3.3.1 Language Choice and Function of Emails; 3.3.1.1 General Pattern of Language Choice of Emails.
3.3.1.2 Functions of Emails3.3.2 Discourse Organization of Email Message; 3.3.3 Spoken and Written Features; 3.3.3.1 Written Features; 3.3.3.2 Spoken Features; 3.3.4 Addressing the Research Questions; 3.4 Conclusion; 3.4.1 Contributions and Implications; 3.4.2 Limitations and Suggestions for Future Research; References; 4 Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners' Emails; Abstract; 4.1 Introduction; 4.2 Literature Review; 4.2.1 Apologies in Interlanguage Pragmatics; 4.2.2 Waffling in Interlanguage Pragmatics; 4.2.3 Apologies by Chinese EFL Learners.
4.2.4 Features of Email Apologies4.3 Data, Coding, and Analysis; 4.4 Results and Discussion; 4.4.1 Overall Distribution; 4.4.2 Self-identification; 4.4.3 IFID
Direct Apology; 4.4.4 Account or Explanation; 4.4.5 Taking on Responsibility; 4.4.6 Offer of Repair; 4.4.7 Thanking; 4.4.8 Summary; 4.5 Conclusion and Pedagogical Implications; References; 5 Politeness and Effectiveness of English Email Requests: Taiwanese Professors' Perspectives; Abstract; 5.1 Introduction; 5.2 Theoretical Background; 5.2.1 Email in Computer-Mediated Communication (CMC); 5.2.2 The Act of Requesting.
2.3.1 Four Cases of Negotiating Personal Relationships with the Instructor2.3.2 Salutation, Closing, and Signature; 2.4 Role of Instruction; 2.5 Conclusion; Appendix 1: Instruction on Principles of Communicative Success in Email; Appendix 2: Letter Requesting Email Before Instruction; Appendix 3: Letters Sent to Individual Students: Returned Homework, Showing Examples Coded as Brief Note (HB) and Comment (HC); Appendix 4: Letters Sent to the Whole Spring Class: Sending Attachment; Appendix 5: Letters Sent to the Whole Spring Class: Request.
Appendix 6: Letters Sent to the Whole Spring Class: ApologyAppendix 7: Letter Sent to the Whole Spring Class: Gratitude; References; 3 Discourse Organization and Features of Email Writing Among EFL Students in Taiwan; Abstract; 3.1 Introduction; 3.1.1 Computer-Mediated Communication (CMC); 3.1.2 Email; 3.1.3 Internet Use and Language Use in Taiwan; 3.1.4 Research Questions; 3.2 Methods; 3.2.1 Email Corpus; 3.2.2 Participants; 3.2.3 Procedures; 3.3 Findings and Discussion; 3.3.1 Language Choice and Function of Emails; 3.3.1.1 General Pattern of Language Choice of Emails.
3.3.1.2 Functions of Emails3.3.2 Discourse Organization of Email Message; 3.3.3 Spoken and Written Features; 3.3.3.1 Written Features; 3.3.3.2 Spoken Features; 3.3.4 Addressing the Research Questions; 3.4 Conclusion; 3.4.1 Contributions and Implications; 3.4.2 Limitations and Suggestions for Future Research; References; 4 Do Chinese Students Waffle in Their Apologies?: An Exploration into EFL Learners' Emails; Abstract; 4.1 Introduction; 4.2 Literature Review; 4.2.1 Apologies in Interlanguage Pragmatics; 4.2.2 Waffling in Interlanguage Pragmatics; 4.2.3 Apologies by Chinese EFL Learners.
4.2.4 Features of Email Apologies4.3 Data, Coding, and Analysis; 4.4 Results and Discussion; 4.4.1 Overall Distribution; 4.4.2 Self-identification; 4.4.3 IFID
Direct Apology; 4.4.4 Account or Explanation; 4.4.5 Taking on Responsibility; 4.4.6 Offer of Repair; 4.4.7 Thanking; 4.4.8 Summary; 4.5 Conclusion and Pedagogical Implications; References; 5 Politeness and Effectiveness of English Email Requests: Taiwanese Professors' Perspectives; Abstract; 5.1 Introduction; 5.2 Theoretical Background; 5.2.1 Email in Computer-Mediated Communication (CMC); 5.2.2 The Act of Requesting.