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The study analyses teenagers’ e-mail requests during academic cyber-consultation, exploring  how the performance of request modifiers is influenced by participants’ perceptions of the degree  of imposition of the speech act and social distance with the recipient. A total of 295 e-mail requests,  145 produced by British English speakers (BES) and 150 performed by International English speakers  (IES), were randomly selected from all the e-mail requests that International Baccalaureate students  sent to their learning mentor between September and December 2011. They were analysed with  regard to the use of internal and external request mitigators and participants’ judgments of the degree  of request imposition and social distance with the e-mail recipient. Results of the study show that  participants do not frequently rely on mitigators, but whenever they perceive the need to mitigate  the request, pragmatic variation is observed between BES and IES. Thus, when the request is  perceived as demanding, BES activate their pragmalinguistic knowledge and use a wider range  of internal modifiers (both lexical and syntactic). In contrast, IES seem to lack pragmalinguistic  knowledge to soften the request. Finally, although teenagers do not perceive their relationship  with their learning mentor as one of +social distance, BES and IES show variation in their choice  of form of address. Findings from the study suggest the need to incorporate training on e-mail  politeness in future pragmatics-based pedagogical interventions.

Mitigating e-mail requests in teenagers’ first and second language academic cyber-consultation