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This paper reports on a project examining written peer reviews by Japanese learners of English and is a partial replication of a study conducted by Johnson (1992) on compliments and politeness in peer reviews of native English speaker writers . In addition, this project focuses on the effect of instruction. The literature on the teaching of L2 pragmatiC norms, particularly in a foreign language environment, lacks information on the effect of instruction in academic writing skills on the learners' production, a lack which this study attempts to remedy. The first aim is to assess the learners' use of the speech acts of complimenting, agreeing and disagreeing, and making corrections, as well as the complimenting discourse strategies the learners used when correcting their peers' texts . The second aim is to assess the effects of writing instruction administered within the learners' Intensive English Program. The effect of instruction is examined specifically with regards to the use of the syntactico-semantic device "I think. " Johnson (1992)1: J: Q, .~ C T$ ~~:~"t Q}1.00~ft~M~I5J±O)ffili~ff[ffiO)MJE ~~:1t ~:, *~X-r-I±, B *A~~~Wl~I: J: Q ~Wl~Ifil±O)ffili~f[ffi~:1t~ LJ..: o ~ ~ I:, ~ 1:}1.00~ftO):5t!ffI:i:>It',,( I±, ~=§'~O) 771'7 T 1 "J 7 A fXllO) , *~Hr-J 71 T 1 './ 7' fmt.JA..O)~·;~H: -:> It' "( (J))'tfiMJEiJt +:5t C I±§';z i\ *M~-r-I±, .::. O)~j]* b MJEM~ C LJ..: o ~JEO) EI B91±, *Wl~O)jf~, 15J;t:, &~, nlE ~ c> O)~~~fi ~-t>.~A ~ 7 T :;~aMJ~, ~ ~ I:, 71 T 1 './ 7'~~0)~j]*~~~Q'::' c -r-~ Q 0 ~~~j]*I: -:>It'''( I± ~I:"I think"C It' -? ~~~I& ~ ..tJft..:o

Evidence of Accommodation to L2 Pragmatic Norms in Peer Review Tasks of Japanese Learners of English