This article examines the syntax and semantics of please. Using a mainstream generative syntactic framework, I propose that syntactically integrated please is a discourse marker that marks the clause in which it occurs as a request. Please may appear clause-initially or clause-medially as determined by a number of factors, including clause type, modality, negation and the application of ellipsis. There is also a homophonous marker please that occurs in clause-final position; clause-final please does not mark requests per se but ‘bonds’ a speaker and addressee, reinforcing their relationship as requester and requestee. This analysis of please provides support for syntactic approaches to speech act structure, particularly the claim that illocutionary force is part of narrow syntax rather than a solely pragmatic phenomenon. The article provides support for pursuing a model of the syntax–discourse interface in which interactions between discourse markers and clause-internal functional elements, such as mood and modality, form the interface between syntax and discourse.

This article considers the acquisition of three English syntax–discourse interface constructions: Topicalization, Focus Fronting and Left Dislocation. We use data from Basque–Spanish bilinguals learning English as a third language (L3) as a test case for the Interface Hypothesis (IH, Sorace, 2011). The IH has made specific predictions about second language (L2) acquisition and such predictions can be extrapolated to L3 on the basis of interface delay explanations. Thirty contexts and embedded test sentences with and without pronouns were used; participants had to rate the acceptability of each audio stimulus sentence in the context on a seven-point scale. We tested Basque–Spanish bilinguals dominant in Basque (n = 23), Basque–Spanish bilinguals dominant in Spanish (n = 24), Spanish L2 English learners (n = 39) as well as native English speakers (n = 24). Findings provide evidence against current L3 acquisition models and potential arguments for both cumulative enhancement as well as cumulative inhibition as possible processes in L3 acquisition.