scholarly journals Persian favor asking in formal and informal academic contexts

Pragmatics ◽  
2016 ◽  
Vol 26 (2) ◽  
pp. 315-344 ◽  
Author(s):  
Hooman Saeli
Keyword(s):  
Graduate Students ◽  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Cross Cultural ◽  
Main Thrust ◽  
Favor Asking ◽  
Sociocultural Interactions ◽  
Status Differences ◽  
Cultural Pragmatics

The investigation of speech acts has been of interest, especially in cross-cultural pragmatics, to many L1/L2 researchers for many years (Blum-Kulka, House and Kasper 1989). Favor-asking, as an important speech act, is centered upon having the other party of conversation do a specific act (Goldschmidt 1999). Although some research has been done on favor-asking in different contexts, studies on this speech act are still scarce, if any, in Persian settings. The main thrust of the current study was to investigate favor-asking among a sample of 20 native speakers of Persian (10 women and 10 men). The participants were selected from graduate students, since the employed oral DCT scenarios were designed to elicit favors asked from three different academic statuses: Higher, equal, and lower (professors, peers, and students, respectively). A total of 240 responses were then analyzed to identify the recurring patterns under the three open-coded categories of pre-favor, favor, and post-favor. The examination of the responses illustrated some variation triggered by gender and academic status differences, namely, the length of favors, frequency of some (sub)themes, and formality degree. Additionally, some relevant syntactic issues were explored (e.g. plural/singular pronouns/verbs), which contributed to the formality/informality of the favors, depending upon the contexts in which they were incorporated. Finally, some insights into Persian sociocultural interactions, favor-asking in particular, were provided.

scholarly journals Request strategies in email communication: The case of Indonesian graduate students in Japan

2020 ◽  
Vol 7 (2) ◽  
pp. 379-392
Author(s):  
Rezky Pratiwi Balman ◽  
Lee Sangmok ◽  
Narahiko Inoue
Keyword(s):  
Graduate Students ◽  
Cultural Context ◽  
Speech Act ◽  
Native Speakers ◽  
Cross Cultural ◽  
University Professors ◽  
Email Communication ◽  
Qualitative And Quantitative ◽  
English Speaking ◽  
Request Strategies

While research in speech act has received a lot of academic attention, how requesting strategies are performed in email communication among non-native speakers in a broader cultural context remains scarcely sufficient. This study investigates requesting strategies employed by non-native English-speaking students (i.e. Indonesians) to non-native English university professors (i.e. Japanese) through the medium of email. It further sought whether the strategies performed are different between low and high imposition requests. This study applied both qualitative and quantitative approaches using a corpus of 56 authentic emails. The data were analyzed using a modified version of the request strategies framework of Blum-Kulka et al.’s (1989) Cross-Cultural Speech Act Realization Project (CCSARP) contrived by Economidou-Kogetsidis (2011). The results show a pattern of different requesting strategies emerged in accordance with the imposition of the requests the students make. While Conventionally Indirect Strategy in the form of query preparatory is found to be favored when writing low imposition email requests, this strategy is not appeared to be preferred when students write high imposition requests. Instead, Indonesian students tend to employ a great deal of Hint Strategies and let the professors interpret their intention in the emails.

scholarly journals Comparing Speech Act Usages in Ellen Show Interview between A Non-Native Speakers and A Native Speakers

2019 ◽  
Vol 8 (2) ◽  
pp. 32-40
Author(s):  
Alisha Rahma Putri ◽  
Hendi Pratama
Keyword(s):  
Social Status ◽  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Cross Cultural ◽  
Real Situation ◽  
Expressive Speech ◽  
Future Action ◽  
The Social ◽  
Qualitative Descriptive

The aim of the study is to find out the type of illocutionary speech acts that used by native speakers and non-native speakers in Ellen Show.  It also analyzes the identifier and the cross-cultural pragmatic background of the speeches. The subjects of the study are BTS as non-native speakers, One Direction and Ellen as native speakers. The study uses qualitative descriptive methods. The result indicated only four types of illocutionary speech acts that found in the videos, representatives, directives, commissive, and expressive. The proposition is dominated by representative’s speech acts with 59.7%, and the second is expressive speech acts with 30.1%. While commissive 5.3% and the last, directives speech acts are 4.9%. The each types of illocutionary speech acts have different identifier. First, expressive speech acts have based of the real situation, giving information, and giving opinion. Second, directives speech acts have direct, request or demand, and suggest or advice. Third, commissive speech acts has expecting future action and promising future action. And the last, expressive speech acts have emotion and attitude. Directives speech acts was not found because Ellen as a host of the show did not change the social status of the guests. Keywords: Illocutionary Speech Acts, Native Speakers, Non-native Speakers, Searle

Do learners thank too much in Indonesian?

2001 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
Tim Hassall
Keyword(s):  
Developing Countries ◽  
Cultural Values ◽  
Speech Act ◽  
Native Speakers ◽  
First Language ◽  
Cross Cultural ◽  
Pragmatic Transfer ◽  
Formal Instruction ◽  
Cultural Pragmatics

Abstract This study investigates how frequently Australian learners of Indonesian thank in everyday situations compared with Indonesian native speakers. The data were collected by means of interactive roleplay. Learner subjects were found to thank very consistently in the situations, probably due to pragmatic transfer from their first language combined with influence from formal instruction. Indonesian native subjects also thanked frequently. This finding contradicts popular wisdom, and appears to reflect a rise in verbal thanking in Indonesian due to a weakening of traditional cultural values. This trend has major implications for cross-cultural pragmatics. It suggests that in developing countries where cultural values are changing, speech act behaviour may steadily converge with western pragmatic norms.

Too Many Words: Length of Utterance and Pragmatic Failure

1986 ◽  
Vol 8 (2) ◽  
pp. 165-179 ◽  
Author(s):  
Shoshana Blum-Kulka ◽  
Elite Olshtain
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Native Speaker ◽  
Systematic Difference ◽  
Cross Cultural ◽  
Pragmatic Failure ◽  
Native Speech ◽  
Utterance Length ◽  
Pragmatic Aspects

This paper investigates the theoretical and applied domains of pragmatic failure. With respect to theory, it further clarifies pragmatic failure both in native and non-native speech, and with respect to the applied domain compares request realizations of native and non-native speakers in terms of length of utterance. In discussing the results of this comparison, a number of hypotheses are put forward concerning the ways in which deviation from native norms of utterance length might be a potential cause for pragmatic failure.The data were collected within the CCSARP (Cross-Cultural Speech Act Realization Pattern) project involving seven different languages and dialects (Blum-Kulka & Olshtain, 1984). The data were collected from both native and non-native speakers of each of the languages. The analysis of responses across several languages revealed a systematic difference in length of utterance used to realize speech acts by non-native speakers as compared to native speakers. The types of pragmatic failure that might be linked to being a non-native speaker are examined, thus continuing a line of research focusing on the pragmatic aspects of interlanguage (Blum-Kulka, 1982; Thomas, 1983; Edmondson et al., 1984).

Cross-Cultural and Intercultural Pragmatics

2016 ◽  
Author(s):  
Istvan Kecskes
Keyword(s):  
Speech Acts ◽  
Language Use ◽  
Cross Cultural ◽  
Common Language ◽  
Communicative Process ◽  
First Languages ◽  
Intercultural Pragmatics ◽  
Intercultural Interactions ◽  
Different Cultures ◽  
Cultural Pragmatics

This chapter discusses the differences between cross-cultural and intercultural pragmatics. While cross-cultural pragmatics compares different cultures, based on the investigation of certain aspects of language use, such as speech acts, behaviour patterns, and language behaviour, intercultural pragmatics focuses on intercultural interactions and investigates the nature of the communicative process among people from different cultures, speaking different first languages. Cross-cultural pragmatics analyses the differences and similarities in the language behaviour of people representing different languages and cultures. Intercultural pragmatics, however—a relatively new discipline—is interested in what happens when representatives of different first languages and cultures communicate using a common language.

Speech Acts and Cross-Cultural Pragmatics

2019 ◽  
pp. 223-238
Author(s):  
Clara Bauler
Keyword(s):  
Cultural Diversity ◽  
Speech Acts ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Dominant Language ◽  
Pragmatic Awareness ◽  
Linguistically Diverse Learners ◽  
Cultural Pragmatics

Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.

Kommunikationsprobleme Von "Near Native Speakern" Deutsch

1986 ◽  
Vol 25 ◽  
pp. 37-46
Author(s):  
Erika Niehaus
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Mother Tongue ◽  
Social Situation ◽  
Target Language ◽  
Social Aspect ◽  
Social Strategies ◽  
The Social ◽  
Indirect Speech Act

Communication has at least two different aspects: the propositi-onal aspect and the social aspect. Any utterance in a face-to-face-interaction therefore has the function to give information and to indicate how the ralation to the other participant is interpreted. In order to establish his communicative goal, the speaker has to analyse the social situation and the preceding context. Depending on this interpretation he selects between the different verbal patterns to perform a certain speech act. This involves for instance the choice of direct/indirect speech act realizations, the selection of certain linguistic elements (modality markers) for downtoning or upgrading the illocutionary force of speech acts. The contrastive analysis of the realizations of the speech act REQUEST in three different dialogue batteries elicited via role play from Dutch learners of German, native speakers of Dutch and native speakers of German has shown 1. that Dutch native speakers use modality markers in different communicative functions than German native speakers, 2. that Dutch learners of German mostly choose the same social strategies when speaking the target language as they do when speaking the mother tongue, 3. that the learners are not always able to establish their modal goal, that is, the are not able to communicate their intentions on an interpersonal level. The reason for this seems to be that in the Netherlands the teaching of German as a second language is mainly a matter of teaching grammatical rules and linguistic expressions without taking into consideration that the meaning of these expressions is pragmaticalley conditioned and that their usage is motivated by the relevant characteris-tics of such social situations.

scholarly journals A Cross-Cultural Approach to Speech-Act-Sets: The Case of Apologies

2014 ◽  
Vol 13 (1) ◽  
Author(s):  
Silvie Válková
Keyword(s):  
Set Theory ◽  
Speech Acts ◽  
Speech Act ◽  
Speech Act Theory ◽  
Cross Cultural ◽  
Human Interaction ◽  
Cultural Norms ◽  
Language Community ◽  
Cultural Approach ◽  
Corpus Data

AbstractThe aim of this paper is to contribute to the validity of recent research into speech act theory by advocating the idea that with some of the traditional speech acts, their overt language manifestations that emerge from corpus data remind us of ritualised scenarios of speech-act-sets rather than single acts, with configurations of core and peripheral units reflecting the socio-cultural norms of the expectations and culture-bound values of a given language community. One of the prototypical manifestations of speech-act-sets, apologies, will be discussed to demonstrate a procedure which can be used to identify, analyse, describe and cross-culturally compare the validity of speech-act-set theory and provide evidence of its relevance for studying the English-Czech interface in this particular domain of human interaction.

scholarly journals Request Strategies in Everyday Interactions of Persian and English Speakers

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667947
Author(s):  
Shiler Yazdanfar ◽  
Alireza Bonyadi
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
American English ◽  
Speech Act Theory ◽  
Cross Cultural ◽  
English Speakers ◽  
Cross Cultural Study ◽  
Daily Interactions ◽  
Request Strategies ◽  
American English Speakers

Cross-cultural studies of speech acts in different linguistic contexts might have interesting implications for language researchers and practitioners. Drawing on the Speech Act Theory, the present study aimed at conducting a comparative study of request speech act in Persian and English. Specifically, the study endeavored to explore the request strategies used in daily interactions of Persian and English speakers based on directness level and supportive moves. To this end, English and Persian TV series were observed and requestive utterances were transcribed. The utterances were then categorized based on Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Pattern (CCSARP) for directness level and internal and external mitigation devises. According to the results, although speakers of both languages opted for the direct level as their most frequently used strategy in their daily interactions, the English speakers used more conventionally indirect strategies than the Persian speakers did, and the Persian speakers used more non-conventionally indirect strategies than the English speakers did. Furthermore, the analyzed data revealed the fact that American English speakers use more mitigation devices in their daily interactions with friends and family members than Persian speakers.

scholarly journals Disagreement: a speech act analysis and classroom implications

2020 ◽  
Vol 6 (6) ◽  
pp. 24-35
Author(s):  
Panha Song
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Self Image ◽  
Native Speakers Of English ◽  
Nonnative Speakers Of English ◽  
Authentic Data ◽  
Speech Act Analysis

Disagreement has been widely regarded as one of the most interesting speech acts in EFL context since the way the speaker expresses her or his opposing view can affect the addressee’s self-image and view of the addressor. This article attempted to identify various strategies native speakers of English realized this speech act through a qualitative method by analyzing two sets of authentic data from two half-hour interviews. Next, it investigated the lack of emphasis on disagreement in EFL materials before offering possible suggestions to equip non-native learners of English with pragmatic competence to disagree effectively. The findings and recommendations had implications for EFL teachers, course designers, and materials developers in how and why speech acts and pragmatic competence should be emphasized in order to ensure that nonnative speakers of English could communicate effectively without being perceived as pragmatically inferior.

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