Quantifying reproducibility and compliance of HKU and PLOS's open data policies, and also exploring the data availability of Scientific Reports paper, in published papers from HKU. All 2018 papers in HKU scholarhub were assessed by students in the HKU data curation class (MLIM7350). To increase the numbers of papers, students also looked at HKU PeerJ publications, and CityU Scholars Hub PLOS One and Scientific Reports publications.
Quantifying reproducibility and compliance of HKU and PLOS's open data policies, and also exploring the data availability of Scientific Reports paper, in published papers from HKU. All 2018 papers in HKU scholarhub were assessed by students in the HKU data curation class (MLIM7350). To increase the numbers of papers, students also looked at HKU PeerJ publications, and CityU Scholars Hub PLOS One and Scientific Reports publications. Epdated to v2 after double checking.
Requests and refusals are well-acknowledged as challenging speech acts even when realized in native interactions owing to their intrinsic nature of being facethreatening. It is therefore conceivable that producing such social responses would be an arduous task for foreign language learners. Against this background, the present study set out with an aim to examine the politeness in the production of and perception of requests and refusals by six secondary-level EFL learners in Hong Kong under different degrees of social distance and social status, with prospective English teachers and native speakers as the control group. A discourse-completion task and a survey served as the instruments to elicit quantitative data. Results were analyzed with reference to Brown and Levinson’s (1987) politeness theory, which proposes four types of politeness strategies, namely bald on-record, positive politeness, negative politeness and off-record strategy. Findings suggested that intermediate learners had an overuse of direct strategy to threaten both positive and negative face of interlocutors, while advanced learners were reported to be too conventionally indirect in general. Plausible explanation was the insufficient coverage of certain topics at schools. The paper hence demands educational adjustment in relevant aspects to improve learners’ pragmatic performance.
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