Requesting in a Second Language: Strategies of Filipino ESL Learners

This study investigates the request strategies employed by Filipino English as a Second Language (ESL) learners to enhance their pragmatic competence, a key component of communicative ability in context-sensitive interactions. Grounded in the framework of interlanguage pragmatics (ILP), the research recognizes the challenges L2 learners face in navigating appropriate language use across varied social contexts. Drawing from Blum-Kulka and Olshtain’s (1989) taxonomy of request strategies, the study employs a mixed-methods approach using a Written Discourse Completion Test (WDCT) administered to 100 Filipino college students. Quantitative analysis revealed a dominant use of conventional indirect strategies—particularly query preparatory forms—reflecting learners’ strong preference for polite and socially appropriate expressions. In contrast, direct and non-conventional indirect strategies were minimally used, especially in situations involving greater social distance or imposition. Qualitative content analysis further highlighted how these preferences are deeply rooted in Filipino cultural values such as respect, non-imposition, and harmony. The findings underscore the cultural underpinnings of Filipino ESL learners’ pragmatic behavior and call for pedagogical approaches that integrate cultural sensitivity into the teaching of speech acts. This study contributes to the limited body of research on Filipino learners’ pragmatic competence and offers insights for both language instruction and intercultural communication.