Go to Appendix B     Go to Appendix C Appendix A Listening Scripts Conversation 1 -- Service Encounter - Housing Office (N) = narrator, (F) = student worker - clerk, (M) = student (N): Listen to a conversation in a cashier's office. (F): Hello. (M): Hi. I need to pay uh summer housing - my dormitory room. Should - there should be something due today, two something. (F): Okay, can I get the number off your ID card? [Pause] Okay, let's see what the computer says [Pause] Four for...I'm showing four forty - wait a minute. (M): That shouldn't be right. It should be two something. (F): OK. (M): For - the due date listed, yeah, it said two - two hundred something is due today for housing. (F): Well I'm actually not showing a hold on your account [looking at the computer screen. They've put [pause] on the computer system but it's not showing it as a hold. (M): Uh huh. (F): So I'm not sure that it's due today. But let me ask you this, are you um in a single room or a double room? (M): I'm in a double. (F): You're rooming with someone? (M): Oh I should've been - nobody was assigned though, but yeah it's open, it's available. (F): OK because they're charging you for a double I mean for a single. They're charging for a the whole room. um (M): Oh OK that's not right. I got to get that fixed. (F): Yeah that's why the four forty is there. (M): So I can pay two twenty? That's what you're talking about . . . [rising intonation] (F): I can take the payment on that. (M): [showing agreement, comprehension] uh huh. (F): But you're going to need to check with them and make sure that they remove the rest of that. (M): OK. (F): OK? [slight pause] So two twenty. (M): OK. I'll just pay with a credit card. [pause] And where do I do that at? [meaning: get the problem fixed] (F): At um the housing office. (M): Housing office, all right. (F): Do you know where they are? (M): Yeah. (F): OK. (M): OK. (F): Just sign that. All right, there you are. Have a good day. (M): All right, Thanks. Conversation 2 -- Office Hour -- New Job (N): = narrator, (M) = male professor/advisor, (F) = female student (N): Listen to part of a conversation between a professor and a student. (F): There're a couple of people that're interviewing me and one of the guys really liked me. He and I just hit it off perfectly and then the--the girl--the woman who I'd probably be working for, she didn't much care for me for some reason. (M): Hm. What--uh, what's the job? (F): Um, research and legislation that affects the city of Flagstaff. (M): Ah. [understanding] (F): Just passed through the legislature in Phoenix and stuff. (M): Would it be here in Flagstaff? (F): Uh, it'd be here, yeah. I'd be here; it'd just be, kind of like, I guess in a sense grunt work, and I'd have to do a weekly report on what the legislation is and how it affects us and stuff. (M): Hm. When do you find out about that? (F): Probably in the next week or two. It'd just be spring semester though. (M): Well good. So, bookstore isn't working out? (F): Oh, bookstore's working out fine. I just, I--I don't know--this pays almost double what the bookstore does. (M): Oh wow! (F): Yeah. (M): Plus credit. (F): Plus credit. And it's more hours, which, . . . The bookstore's--I mean it's a great job. I love everybody I work with; it's just really . . . mindless, I guess? I mean I'm shelving books and kind of hanging out and not doing much else. I love everybody I work with; it's just the job's kind of boring. (M): Yeah. (F): I'd like something a little more . . . in my, I mean not so much in my field but something a little more challenging, I guess. That's all. Conversation 3 -- Office Hour -Grad School Application (N): = narrator, (F) = Female professor, (M) = male student (N): Listen to a conversation between a professor and a student. They are in the professor's office, talking about the student's application to graduate school. (F): Have you done any more on your grad school application? (M): Yes, uh, I've contacted a, number of people at the Geology Institute. (F): Mhm. (M): And uh, gotten some responses back-- (F): Good. (M): --from some, positive responses too. (F): Good. (M): That's looking good. Um, my application is almost off. (F): OK. (M): And, that reminded me, I'm totally glad you asked because I would have felt quite stupid, um if, if you wouldn't mind, I'd appreciate it, if you could, write a um, letter of recommendation for me. (F): Mhm. Yeah just be sure to give me at least two weeks' notice. (M): Yeah. Got plenty of time. (F): OK. So what's the deadline? (M): Uh, January sixth. (F): OK. That's what's critical is that I know that. And I'd be happy to write one for you, 'cause you've been doing really well. Especially this last semester. (M): Thanks. (F): Actually the other thing I was gonna recommend too is to uh, uh, give me a, if you want me to look at it sometime, your uh, your cover letter, or your statement, they probably ask you to write a one-page statement of why you wanna go there. To grad school. (M): Yeah my statement of purpose. (F): And uh, so if you wanna bounce a copy of that by me to look at. (M): OK. Great. (F): And um, and actually probably give me uh, you've got a working copy of your resume, um, do you? (M): No. (F): No. [laughter] (F): If you haven't you oughta write one up. Especially if you're gonna, you know, you probably oughta, you don't have one yet -- you oughta get a resume going. (M): OK. (F): So yeah that's uh, that's if you haven't done it yet, I'd really recommend you uh, uh, we do have a career office on campus that has some software, so if you've never done a resume before it's a good place to start. (M): Yeah I'm just afraid that I don't have anything to put on a resume. (F): Well you're just like, thousands of other undergrads every year, so, it's uh, you know, you-you can explain what, you know experience you've got from your classes, you know, what your degrees are, there's just some standard things that go on a resume. (M): OK. (F): And uh so if you've never done that before, it's something you oughta get going real soon, is to just get a, a one page resume, together. (M): OK. (F): And uh that's something that should be a living document. You should update it, couple times a year. (M): All right. (F): So it's good to just get one together now and keep revising it. (M): Uh the uh, the people at the Geology Institute, they were, I'm actually feeling better about my chances of getting in there. (F): Good. Mhm. (M): Um, they were, they seemed at least pretty impressed with the, broad range of subjects . . . (F): Mhm (M): . . . that I had. (F): Good. (M): It's looking real good. (F): Great. Glad to hear that. (F): All right. Thanks very much. Appreciate it. Conversation 4 -- Student Conversation -- Busy Weekend (N): = narrator, (F) = Female student, (M) = Male student (N): Listen to a conversation between two students. (F): Hey. (M): What are you up to? Going to the library? (F): Actually I'm going to get something to eat. (M): Well when you come back maybe you can help me study. (F): I would but I've got to, uh, I have this huge paper due Monday--got to get going on it. (M): Yeah? (F): [laughing] Yeah, I'll be doing that for like the next three days. (M): I bet. What class? (F): Uh advanced international relations. (M): Nice. (F): Yeah, it's about, uh, I'm doing it on uh political structures of the future--sound fun? [laughs] The demise of the nation state and the rise of non-governmental organizations and super national orders ...[interrupted]... (M): [interrupting--he's not interested in hearing more] OK, OK [Laughing, then changing the subject] So, are you doing, what are you up to this weekend? Anything fun? (F): Uh writing my paper will probably cover it (M): Oh, right. When is it due? (F): Uh Monday. (M): You'll be doing that I think all weekend. (F): I think so. I should've at least done an outline by now [sigh]. There is nothing like waiting until the very last minute. Conversation 5 -- Service Encounter - Department Office (N): = narrator, (F) = Student seeking help,(M) = Student worker in office (N): Listen to a conversation in a university office. (F): Hi. This is the psychology department office, right? Well, um, my professor's hours are posted on his door as being now [upspeak]. (M): Is it Dr. Harris? (F): No, it-it's Dr. Jacobson. (M): Oh, Dr. Jacobson. (F): [continuing, more upspeak] But he's not--I mean, you know, he's gone. (M): Hmm, he might be out today, or teaching, or-- (F): Do you know if he teaches a class today? 'Cause that's not on his schedule. (M): It's not on his schedule? (F): No it's totally not. (M): But he's--I mean, his office hours are written out? (F): Yeah that--that's all there is. Just a paper with his office hours written on it--on his door. (M): Yeah, he probably is--um, just isn't in his office right now. Do you have his number where you could leave a message for him? (F): No, I--no, I don't. (M): [as if looking it up] Let's see, his number is-- (F): Yeah, I guess that would be helpful. (M): Um his number, is-- OK, here, I found it. Extension 6270. But, you know, I think--I remember he said that his hours might be changing, but he said that, like, a month and a half ago. I might be able to track him down for ya. Now that I think of it, I don't think he is teaching class right now. (F): Nah, don't bother, 'cause--OK, so you say maybe he's got new office hours? I can just try him then. What are they? (M): We've got 'em listed here as Mondays and Wednesdays ten to eleven . . . is that different from what he's got posted? (F): Yeah. But I'm in class then. (M): And then Tuesdays and Thursdays nine to ten. So I guess he never changed the one on his door. (F): So not now. [thinking aloud] But Thursday I'm free. (M): Yeah. So I would try to give him a call first. Tell him that you need to uh-- (F): Yeah, definitely, OK. (M): --get in touch with him. (F): [overlapping] OK. Conversation 6 -- Office Hour -- Paper Topic (N): = narrator, (P) = Professor (female), (S) = Student (male) (N): Listen to a conversation between a student and his professor. (P): Hi Scott. So what can I do for you today? (S): OK I just pretty much have a question on like [rising intonation] the term paper and stuff (P): yeah (S): like . . . I'm getting ready to write it but I just want to know though that I'm like ... writing about what I should be writing about. I'm gonna do the topic on foreign policy. (P): mhm (S): Now that you're just asking us to, like . . . [listing] the goals, the actions and results of the United States foreign policy during the First World War . . . all wrapped in one. OK. The First World War. We were isolationists right? We didn't want to get [rising intonation] involved (P): right (S): with any other countries and then eventually after like four or five years we finally did [rising intonation] get involved (P): right (S): the reason being . . . I just know that we were kind of. . . I knew that . . . [thinking aloud to self] who were those people? I think it was like the French or something. (P): it was the Germans. (S): that tried to like like, yeah Germans, tried to like get us involved with something down in Mexico in the beginning of the 1900's. But that didn't really work, but it did get some kind of reaction from us. Is that like [rising intonation] why we got into the war? (P): yeah I mean you have you have to back up a little bit. It's it's more complicated than that. (S): OK (P): But that that that's part of it and you need to look at you know what what were President Wilson's ideas about the war and why the United States should enter. I gave a pretty good talk about that (S): OK (P): pretty detailed talk about all of that OK . . . so . . . you need to look at . . . you know . . . why the United States went to war and I can't just give you a lot of the details on this cos you're gonna have to do it ... this should be in your notes... but you should know what it was that finally sent us into the war (S): OK (P): what we hoped to achieve from the war (S): OK (P): and what the outcomes of the war were, OK? (S): OK. I think I got it now. Thanks. Go to Appendix A     Go to Appendix C Appendix B Pragmatic Comprehension Listening Task Thank you for participating in my Pragmatic Comprehension study. Please do not write in your booklet. Please make sure you circle your answers in the correct spot on your answer sheet. Below is a sample question showing how to mark your answers on the answer sheet. Sample: 1. On what continent is Canada? a. North America b. South America c. Antarctica d. Asia The correct answer is "a," so on your answer sheet, circle the letter "a" for question 1. Your answer sheet should look like this: 1. b c d (Note: * indicates correct answer.) CONVERSATION 1 Directions: Listen to the conversation between a male student and a female clerk in a university office. On your answer sheet, circle the letter that corresponds with your answer choice. 1. What problem did the man have with his housing bill? [LC] a. He did not sign up for summer housing. b. His roommate moved out. c. He did not have enough money to pay his bill. d. His housing bill was wrong.* 2. According to the computer, how much money should the man pay? [LC] a. $220 b. $440* c. $400 d. $200 3. What information did the woman give the man about his account? [LC] a. There is not a hold on his account.* b. No one was assigned to his room. c. The payment is due today. d. His account was removed from the computer. 4. What will the man likely do after he leaves? [LC] a. Move out of the dormitory. b. Go to the housing office.* c. Complain to the cashier's boss. d. Try to find a roommate. 5. Consider the whole dialogue. What does the woman think? [PC, ImplicatureGeneral] a. She thinks the man is lying. b. She thinks the man is argumentative. c. She thinks the man is honest.* d. She thinks the man is wrong. 6. The man says, "Hi. I need to pay uh summer housing - my dormitory room." [PC, Speech Act-Request] What is another way for the man to say this? a. I need money for my housing bill. b. I'd like to pay my housing bill.* c. You have to help me with my housing bill. d. I cannot pay my summer housing bill. 7. The man says, "Oh OK that's not right. I got to get that fixed." [PC, Speech Act-Request] What is another way for the man to say this? a. You have to change my housing bill. b. My room needs to be fixed. c. Please help me fix this problem.* d. I will fix my housing bill myself. 8. The woman says, "But you're going to need to check with them and make sure that they remove the rest of that." [PC, Speech Act-Suggestion] What is another way for her to say this?* a. You really ought to check with the housing office. b. I'm going to check with the housing office. c. You will check with the housing office. d. Write a check to the housing office. 9. Read this exchange between the man and the woman: Man: Housing office, all right. Woman: Do you know where they are? What is the woman trying to do? [PC, ImplicatureSpecific] a. To be helpful.* b. To get rid of the man. c. To give him directions. d. To take his money. STOP CONVERSATION 2 Directions: Listen to the conversation between a female student and a male professor. On your answer sheet, circle the letter that corresponds with your answer choice. 10. What are the student and professor mainly discussing? [LC] a. The student's job at the bookstore. b. The student's new job.* c. Problems with finding good jobs. d. The importance of liking co-workers. 11. Where does the student work now? [LC] a. At the library. b. In Phoenix. c. As a research assistant. d. At a bookstore.* 12. What does the new job offer? [LC] a. Higher pay and benefits. b. Less pay but it's more challenging. c. Higher pay and college credit.* d. More hours and the same pay. 13. What will the student likely do in the near future? [LC] a. Accept the new job.* b. Go back to her job at the bookstore. c. Move to Phoenix. d. Quit school for her new job. 14. Consider the whole conversation. How does the student feel? [PC, ImplicatureGeneral] a. She's excited about the new job.* b. She's uncertain about the new job. c. She's unhappy about the new job. d. She's unhappy about the old job. 15. The student says, "Oh, bookstore's working out fine. I just, I--I don't know--this pays almost double what the bookstore does." What is she trying to say? [PC, ImplicatureSpecific] a. I deserve a higher paying job than the bookstore. b. I won't make more money at the new job. c. I have a good job, but I want a better one.* d. I want to work at both jobs. STOP CONVERSATION 3 Directions: Listen to the conversation between a male student and a female professor. On your answer sheet, circle the letter that corresponds with your answer choice. 16. Why did the student visit the professor's office? [LC] a. To ask her for a resume and cover letter. b. To ask her to review his resume and cover letter. c. To find out about applying to graduate school. d. To ask her for a letter of recommendation.* 17. What are the professor and the student mainly talking about? [LC] a. The importance of a good letter of recommendation. b. The importance of going to graduate school. c. The importance of having a resume.* d. The importance of revising a resume. 18. What will the student likely do after he leaves the professor's office? [LC] a. Work on his resume.* b. Apply to more graduate schools. c. Revise his statement of purpose and cover letter. d. Interview at the Geology Institute. 19. The student says, "um, if you wouldn't mind, I'd appreciate it if you could, write a um, letter of recommendation for me." What is another way for him to say this? [PC, Speech Act-Request] a. You would mind writing me a letter of recommendation. b. You have to write me a letter of recommendation. c. I'd be happy to write you a letter of recommendation. d. Would you please write me a letter of recommendation?* 20. The professor says, "Actually, the other thing I was gonna recommend too is to uh, give me uh, if your want me to look at it sometime, your uh, your cover letter, or your statement." What is another way for her to say this? [PC, Speech Act-Offer] a. I can review your cover letter if you want.* b. I need to revise your cover letter. c. You should revise your cover letter. d. I was going to reviewing your cover letter. 21. The professor says, "if you haven't done it yet, I'd really recommend you, uh, we do have a career office on campus that has some software, so if you've never done a resume before it's a good place to start." What is she trying to say? [PC, Speech Act-Suggestion] a. They will write your resume at the career office. b. You've got to go to the career office to start your application. c. I think you ought to visit the career office.* d. You won't have a good resume unless you go to the career office. STOP CONVERSATION 4 Directions: Listen to the conversation between a male student and a female student. On your answer sheet, circle the letter that corresponds with your answer choice. 22. What are the students mainly talking about? [LC] a. Advanced international relations. b. A paper one of them has to write.* c. Having too much homework. d. Finding something to eat on campus. 23. The man asks if the woman is going to[LC] a. the bookstore. b. the cafeteria. c. the dormitory. d. the library.* 24. What will the woman do over the weekend? [LC] a. Work on her paper.* b. Help the man study. c. Something fun. d. Visit her family. 25. What do we know about their relationship from the dialog? [LC] a. She is his tutor. b. They are in the same class. c. They are friends.* d. He is older than she is. 26. Consider the whole conversation. What does the woman think? [PC, ImplicatureGeneral] a. She has a lot of work to do.* b. She is avoiding the man. c. She dislikes her class. d. She dislikes the man. 27. The woman says, "I would but I've got to, uh, I have this huge paper due Monday--got to get going on it." What is another way for her to say this? [PC, ImplicatureSpecific] a. I don't want to, I'm too busy. b. I will have my paper done. c. I have to go now. d. I want to, but I can't.* 28. After the woman describes her paper topic, the man says, "OK, OK." How does the man feel about the topic of her paper? [PC, ImplicatureSpecific] a. He already knows about the topic. b. He's not interested in the topic.* c. He dislikes the topic. d. He doesn't understand the topic. STOP CONVERSATION 5 Directions: Listen to the conversation between a female student and a male office worker. On your answer sheet, circle the letter that corresponds with your answer choice. 29. What problem did the student have? [LC] a. Her professor cancelled her appointment. b. Her professor changed offices. c. Her professor was not in during office hours.* d. Her professor has a new phone number. 30. Who is the woman's professor? [LC] a. Dr. Harrison b. Dr. Jacobs c. Dr. Harris d. Dr. Jacobson.* 31. What is the professor's telephone extension? [LC] a. 6270* b. 6217 c. 1670 d. 1671 32. What will the student likely do next? [LC] a. See another professor. b. Drop out of the professor's class. c. Call the professor.* d. Wait outside the professor's office. 33. Consider the whole dialogue. How does the student feel? [PC, ImplicatureGeneral] a. She is angry towards the office worker. b. She is angry towards her professor.* c. She thinks the office worker is wrong. d. She thinks the office worker doesn't know his job. 34. Consider the whole dialogue. What does the office worker think? [PC, ImplicatureGeneral] a. He thinks the student is lying. b. He thinks the student is argumentative. c. He wants the student to go away. d. He wants to help the student.* 35. Read the following exchange: Office Worker: Hmm, he might be out today, or teaching, or-- Student: Do you know if he teaches a class today? 'Cause that's not on his schedule. What is another way for the student to respond? [PC, Speech Act-Correction] a. I don't think that's right. It's not on his schedule.* b. Well then his schedule is wrong. c. He should be teaching today. d. Well then his schedule should be changed. 36. The student says, "Yeah, I guess that would be helpful." What is another way for her to say this? [PC, ImplicatureSpecific] a. You should be more helpful. b. I'm trying to be helpful. c. I would like to have the number.* d. Don't you think I would need it? 37. The office worker says, "I might be able to track him down for you. Now that I think of it, I don't think he is teaching class right now." What is another way for him to say this? [PC, Speech Act-Offer] a. If you want, I'll find him. b. I may be able to find him.* c. I can trying find him if you want. d. If he's not in class, I can't find him. 38. The office worker says, "Yeah. So I would try to give him a call first. Tell him that you need to uh -- get in touch with him." What is another way for him to say this? [PC, Speech Act-Suggestion] a. You ought to call him.* b. You should have called him. c. I will call him for you. d. I should try calling him. STOP CONVERSATION 6 Directions: Listen to the conversation between a female professor and a male student named Scott. On your answer sheet, circle the letter that corresponds with your answer choice. 39. What is the main problem that Scott is having? [LC] a. He hasn't been coming to class. b. He doesn't take good notes. c. He needs to do his homework. d. He had questions about the term paper.* 40. What is the topic of Scott's paper? [LC] a. Presidents during World War I b. Foreign policy during World War I* c. Foreign policy towards Germany d. Foreign policy towards France 41. During World War I, the United States [LC] a. was not involved in the beginning.* b. was involved from the beginning. c. was not involved at all. d. got involved after Mexico got involved. 42. What President decided to enter World War I? [LC] a. President Wilson* b. President Roosevelt c. The President of Mexico d. The President didn't want to enter. 43. What information does Scott need to have in his paper? [LC] a. The causes World War I b. The causes and outcomes of World War I* c. Policy on Germany during World War I d. Policy on Mexico during World War I 44. Consider the whole dialogue. How does Scott feel? [PC, ImplicatureGeneral] a. He is angry towards the professor. b. He is angry towards himself. c. He thinks the professor is being helpful.* d. He thinks the professor can't answer his questions. 45. Consider the whole dialogue. What does the professor think? [PC, ImplicatureGeneral] a. She thinks Scott is a lazy student. b. She thinks Scott is argumentative. c. She thinks Scott is not smart enough. d. She thinks Scott needs to work harder.* 46. Scott says, "OK I just pretty much have a question on like the term paper and stuff" What is another way for him to say this? [PC, Speech Act-Request] a. Can I ask you a question about the term paper?* b. Can I ask questions in my term paper? c. I can answer the questions for my term paper. d. I have answered your questions about the term paper. 47. Read the following exchange: Scott: But it did get some kind of reaction from us. Is that like why we got into the war? Professor: Yeah, I mean you have.. you have to back up a little bit. It'sit's more complicated than that. What is another way for the professor to say this? [PC, Speech Act-Correction] a. Yes, that's right. b. You're not right. c. You have too much information. d. You're almost right.* 48. The professor says, "But that's part of it and you need to look at, you know, whatwhat were President Wilson's ideas about the war and ." What is another way for the professor to say this? [PC, Speech Act-Suggestion] a. You should include more information than that.* b. You've included the most important part. c. You should write about another topic. d. You don't have enough information to write a good paper. Go to Appendix A     Go to Appendix B Appendix C Definitions of Pragmatic Constructs Speech Acts (SA) Comprehension of a speech act involves understanding what the speaker wants the hearer to do, or what the speaker wants the hearer to know. Speakers use speech acts in order to change the world around them. Speech Act Subtypes Requesting (R): Speaker asks the hearer to do something that will benefit the speaker. Advising (A): Speaker asks the hearer to do something that will benefit the hearer. Offering (O): Speaker is proposing to provide a service that will benefit the hearer. Correcting (C): Speaker is providing information that is contrary to the hearer's information. Conversational Implicature (CI) Comprehension of conversational implicature involves understanding the attitude of the speaker and what the speaker intends to convey. Speakers use conversational implicature in order to convey their thoughts, feelings, and attitudes. Implicature Subtypes General (G): These items are related to the overall attitude and intention of the speaker based on a global understanding of the context and conversation. Specific (S): These items relate to single utterances that require the hearer to infer the speaker's meaning.