Fall 2017



Degree Name


Primary Advisor/Dissertation Chair

Mari B. Rasmussen

Secondary Advisor/Reader One

Celia Martin Mejia

Peer-Reviewer/Reader Two

Kelly Rynda


This study compared the effects of explicit-deductive and explicit-inductive instruction methods on the participants’ request types. Specifically, the researcher explored the following questions:

how Chinese university students’ English request types are affected by a ninety-minute explicit- deductive treatment or a ninety-minute explicit-inductive treatment; which request types are

most frequently used prior to the treatments; which request types are most frequently used following the treatment; and how do the request type frequencies differ between the two treatment groups. The participants were undergraduate and graduate students from an urban university in China. Discourse Completion Tests (DCTs) were used to gather data from the participants before and after a ninety-minute treatment focusing on indirect request types. Initial findings showed how both groups changed their request types following the treatment and highlighted a preference for conventionally indirect requests, specifically reference to preparatory conditions requests. Finally, suggestions are provided for a future study built off the foundation laid by this one.

Research Methodology

Action Research


ESL/ ELLs, International Teaching, Indirect Requests

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