View Content #28258

The purpose of this activity is to introduce language learners of all proficiency levels to the concept of rank of imposition. While it is appropriate for all proficiency levels, educators of Novice learners may wish to supplement the activity with open and closed word sorts of key phrases related to rank of imposition: apologies, requests, mitigators, and grounders (explanations). 

Learning Outcomes
Learners will be able to:

• Identify ways in which rank of imposition impacts the delivery of requests or apologies in a given target language scenario.
• Compare how rank of imposition impacts the delivery of requests or apologies in the target language scenarios to similar scenarios in the L1.

Mode(s): Any

Materials: Rank of Imposition Video, 2 examples of apologies or requests in the target language

Procedure:
1. Provide learners with one example of an apology or a request in the target language in which rank of imposition is high. Ask that they take notes according to the following format:

• Step In: Identify the interlocutors and their relationship in the situation at hand.
• Step Out: What do you think the perspective of each interlocutor is? What do you need to understand their perspectives better?
• Step Back: Given what you know, how do the perspectives of each interlocutor compare to your own? Does it seem like the apology or request is a big one? How can you tell? Do you agree? 

2. Debrief as a class. Introduce the concept of rank of imposition by utilizing the Rank of Imposition Video. Then, ask that learners revisit and refine their answers from Step Back in the previous routine.

3. Next, repeat Step 1 utilizing an example of an apology or a request in the target language in which rank of imposition is low. 

4. Ask that learners create a Venn Diagram for the function at hand and compare the language used in each scenario. For example, if you were to select apologies, learners might notice that “I’m sorry” is said in both examples, but when rank of imposition was high, interlocutors used quite a few grounders (explanations) compared to when rank of imposition was low.

5. Step Back (continued): Ask learners to write or record a reflection in which they compare the situations they observed to similar situations they have experienced in the L1. Prompt them to consider how their language may change depending on the context of the situation (e.g., how an apology being delivered to their parents might be distinct from an apology delivered to a friend for roughly the same offense).

Notes: 

• It is appropriate to write or record your own L2 examples if you cannot find appropriate samples for Steps 1 and 3.
• It is appropriate to conduct Step 5 in the L1, particularly for Novice and Intermediate learners.
• The Step In, Step Out, Step Back routine was adapted from Harvard’s Project Zero. More information can be found here.