Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared to some Germanic and Romance languages extensively studied in this framework.Purpose of the study: The present paper aimed to investigate the role of language specific cues to politeness in Russian requests by examining their perception by native speakers and L2 learners in a scenario of teacher-student interaction.Methods: An experiment was conducted in which L1 and L2 groups rated the politeness of teacher directives in Russian on a discrete 7-point scale. Three variables were controlled for in the experimental design: the directness of the speech act (manifested in the choice between an imperative or an interrogative construction), verbal aspect, and the type of nuclear pitch accent.Findings: The obtained data generally corroborate existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1 do not judge as impolite direct imperative strategies employed in teacher requests. Though both groups of participants similarly relied on intonational cues in their judgements, the L2 learners did not perform target-like in evaluating the pragmatics of verbal aspect. Within the native group, the usage of imperfective verbs both in direct and conventionally indirect constructions was perceived as a highly salient indicator of impoliteness. Conversely, the size of this effect in L2 judgements did not reach a significance level, implying that this language specific cue is not acquired through incidental learning at pre-intermediate or intermediate proficiency levels.Conclusions: Taken together, these findings highlight the importance of explicit pragmatic instruction even for students who have sufficient experience studying abroad; furthermore, they outline new directions for empirical studies in Russian from the perspective of interlanguage pragmatics.

中文翻译：

---

L1 和 L2 俄语教师指令中对礼貌的韵律和方面线索的感知

背景：与在该框架中广泛研究的一些日耳曼语和罗曼语相比，一些中介语语用学研究报告称，俄语指令性言语行为在语言礼貌和（间接）直接性方面占据特定位置。研究目的：本论文旨在通过在师生互动场景中检查母语者和二语学习者对俄语请求的感知，研究语言特定线索对礼貌的作用。方法：进行了一项实验，其中一语和二语组对礼貌进行评分俄语教师指令的离散 7 点量表。在实验设计中控制了三个变量：言语行为的直接性（表现在命令式或疑问式结构之间的选择中），语言方面，以及核音调口音的类型。研究结果：所获得的数据普遍证实了现有的研究，表明母语为俄语的人和使用汉语 L1 的俄语学习者并不认为教师请求中采用的直接命令策略是不礼貌的。尽管两组参与者在判断中同样依赖语调线索，但二语学习者在评估语言方面的语用时并没有表现出类似目标的表现。在本土群体中，在直接结构和传统间接结构中使用不完整动词被认为是不礼貌的一个非常显着的指标。相反，这种影响在 L2 判断中的大小没有达到显着水平，暗示这种语言特定提示不是通过在中级或中级水平的偶然学习中获得的。此外，他们从中介语语用学的角度勾勒出俄语实证研究的新方向。