Social contact and speech act strategies in a Chinese study abroad context

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xiaofei Tang ◽  
Naoko Taguchi ◽  
Shuai Li
Keyword(s):  
Study Abroad ◽  
Speech Acts ◽  
Speech Act ◽  
Social Contact ◽  
Self Report ◽  
Spoken Discourse ◽  
Contact Group ◽  
Chinese Study ◽  
Compliment Responses ◽  
Request Strategies

Abstract This study examined the relationship between reported amounts of social contact and speech act strategies among 70 learners of Chinese enrolled in a study abroad program in Beijing. The participants completed a computer-delivered spoken discourse completion task (spoken DCT) eliciting three speech acts: requests, refusals, and compliment responses. Speech act strategies were compared between two groups of learners who reported different amounts of social contact (high and low social contact) as assessed via a self-report survey. Results showed that both high and low social contact groups favored using similar strategies to achieve the three speech acts. However, the high social contact group produced speech acts in a more sophisticated way: with a wider variety of request strategies, multiple refusal strategies used in combination and more deflecting strategies in compliment responses, compared with the low social contact group. The findings suggest that social contact helped learners expand their pragmalinguistic repertoire and employ more varied speech act strategies.

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 A systematic literature review: Apology and request strategies in English by Libyan university students

2021 ◽  
Vol 17 (2) ◽  
pp. 1058-1074
Author(s):  
Mohammed Abulqasem Mohammed Elasfar ◽  
Dr. Hema Rosheny Binti Mustafa
Keyword(s):  
Literature Review ◽  
University Students ◽  
Systematic Literature Review ◽  
Social Distance ◽  
Speech Acts ◽  
Speech Act ◽  
Arabic Language ◽  
Strategy Method ◽  
Review Procedure ◽  
Request Strategies

Much research has been done in the realization of apology and request speech act but very few have explored this in the context of Arabic language. We perform a Systematic Literature Review (SLR) process in this paper to gather and analyze studies to identify the diverse apology and request strategies preferred by Arabic learners of English and the influence of culture and social distance on them. The strategies employed and the speech acts along with the native and foreign dialects and pragmatism involved are researched. Following a predefined review procedure, we identified 15 literature papers within the years 2016-2020 presenting research on apology and request strategies preferred by Arabic learners of English. The studies are gathered from various resources and illuminate the apology and request strategies in different contexts. We analyzed the papers to understand the preferred strategy method chosen and the logic behind it. Moreover, this study presents a related discussion and conclusions.

scholarly journals Speech Acts across Cultures: A Comparative Study of Chinese and Pakistani Students’ Request and Politeness Strategies

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Amina Shahzadi ◽  
Abdul Ghaffar Bhatti ◽  
Munir Khan
Keyword(s):  
Comparative Study ◽  
Social Distance ◽  
Speech Acts ◽  
Speech Act ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Efl Learners ◽  
Politeness Strategies ◽  
Request Strategies ◽  
Esl Learners

The examines are the different request strategies in English used by Pakistani and Chinese students according to social distance and power of interlocutors. Data comprises students from Pakistan and China enrolled in an undergraduate program at International Islamic University Islamabad, Pakistan. Blum-Kulka, House, and Kasper's (1989) taxonomy of request strategies is taken as a theoretical framework to compare the request speech act patterns of Pakistani and Chinese students. This study analyzed the request speech act in terms of head act strategies used by participants. Blum-Kulka et al. (1989) categorized the request speech act into three request strategies i.e. direct, conventionally indirect, and non-conventional indirect strategies. The study identifies similarities between Pakistani ESL learners and Chinese EFL learners in making use of mood derivable as the preferred strategies for making requests in situations of different social distance, power, and familiarity between the interlocutors.

scholarly journals AN INVESTIGATION OF REQUESTING SPEECH ACT IN “SERI PENDALAMAN MATERI BAHASA INGGRIS FOR XII GRADE” ENGLISH TEXTBOOK

CALL ◽  
2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Ari Nabila ◽  
Fauzi Miftakh
Keyword(s):  
Content Analysis ◽  
Speech Acts ◽  
Speech Act ◽  
Qualitative Content Analysis ◽  
Document Analysis ◽  
Analysis Approach ◽  
Situation Theory ◽  
Request Strategies ◽  
Context Of Situation

This study examines the types of requesting strategies that occur in the English textbook and investigate the context of the dialogues in the textbook. This research employed qualitative content analysis approach. The data were utterances, in the form of sentences, clauses or words that appears in the textbook, while the contexts of the data were the dialogues. Data were obtained through document analysis consisted of nine request strategies. The data were analyzed by determining the request strategies based on Trosborg‘s theory (1995), and context of situation theory by Holmes (2001). The result shows that there are eight strategies of requesting found within the textbook. The types that appears most frequently within the textbook is questioning ability/willingness and the slightest showing up is mild hints and suggestory formulae. A few sorts are also found such as, imperatives, demands/needs, wish, permissions, and strong hints. The data showed, understanding speech acts also means understanding how language is used and practiced or, in other words understanding the context. Thus, misunderstanding and misinterpretation can be minimized.Keywords: Requesting, Speech Act, Context of Situation, Textbook

scholarly journals The effect of social class on Persian EFL learners’ pragmatic performance of Speech act of compliment responses

2015 ◽  
Vol 5 (2) ◽  
pp. 157
Author(s):  
Saman Ebadi ◽  
Farkhondeh Pursiah
Keyword(s):  
Social Class ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Real Life ◽  
Social Psychological ◽  
Efl Learners ◽  
The Social ◽  
Compliment Responses

This study attempts to investigate how the participants’ social class affects types and frequency of EFL language learners’ compliment responses (CR).Data were collected from 60 Persian EFL Learners by using a DCT on various real life situations. The data were categorized and analyzed based onthe adapted version of CR categorization developed by Herbert (1989).The results indicated that both high and middle social class followed very similar patterns of CR.  The CR pattern doesnot seem to fluctuate according to the social class of the participants.The discrepancy in the strategies utilized by the participants in this study between the data achieved from the Persian and English questionnaires does not support L1 pragmalinguistic transfer in CR patterns for the middle social class participants.The findings of the research contribute to social, psychological and linguistic aspects of language learning in terms of examining the effect ofinteracting factors on the process of language learning in general and pragmatics in particular. Keywords: social class, compliment, compliment response, speech acts.

scholarly journals Speech Act of Requests Found in Different Rating Films

2018 ◽  
Vol 6 (2) ◽  
pp. 126
Author(s):  
Firqo Amelia ◽  
Ahmad Yusuf Firdaus
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Cultural Value ◽  
Communication Tool ◽  
The Public ◽  
Analysis Technique ◽  
Parental Guidance ◽  
Request Strategies ◽  
And Function ◽  
Selection Of

This study aims to find the forms of strategies and functions of requests in English that are used in several films with different ratings. Another objective of this research is to find the relations between the uses of strategies and functions of requests in English. Film is a picture of everyday life and we can see the cultures of a society, one of which is the use of language. To view the request speech acts in English, then two films that use English as a communication tool with regard to the different ratings were selected. The selection of films with different ratings are intended to see differences in the use of language in movies watched by children and adolescents. Rating in the selected movie consists of G (general audiences) and PG (parental guide suggested). Rating G is a film that is for the public, which means that the film can be watched by all ages. Rating PG is a movie that can be watched by children under parental guidance. Having found the forms and strategies of request speech acts in different films with different ratings, the situations and conditions of the use and the functions of request strategies were identified. Forms of speech act strategies invoked were classified based on the theory advanced by Trosborg (1995), while to see the functions of request speech acts Tsui’s Theory (1994) was used. As for achieving the objectives of this study, the authors use several effective methods. In collecting the data, the techniques used were watching and listening to the films that have been selected. Then recorded phrases of request speech acts found in the films. Once collected, the data were analyzed by using analysis technique proposed by Spradley (1980), ie domain analysis, taxonomic, componential and cultural value. From the analysis, it was concluded that there was no difference in strategies and functions used in the two films. Both use four strategies, namely indirect request, the hearer-oriented condition, speaker-based condition, and direct request. In addition, they also illustrate the same five functions of request speech acts, request for action, request for permission, offer, invitation, and proposal. The most frequently used strategy and function are direct request and request for action respectively.

A President, Speech Acts and Development in Nigeria

1999 ◽  
Vol 125-126 ◽  
pp. 195-227 ◽  
Author(s):  
Godwin Aondona Ioratim-Uba
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Group Versus ◽  
Spoken Word ◽  
Speech Act Theory ◽  
Spoken Discourse ◽  
Versus Group ◽  
The Social ◽  
Discourse Strategies ◽  
Public Leaders

Abstract The discourse strategies and social implications of speech importantly overlap to govern our relationships in person versus person, group versus group, and person versus group capacities. We apply here Speech Act Theory to communicative interactions with respect to person versus group by discourse - analytically studying the utterances of a nation’s president to his fellow country men and women. Based on the extensions by GRICE (1975), VAN DIJK (1977) and LEECH (1989) of AUSTIN’S (1962) Speech Act Theory, we examine the promise by a Nigerian Military President to return the country to democratic rule and the extent to which he kept his word. The syntactic and semantic frameworks are combined with the pragmatic acts to bring out the strategy of the spoken discourse. Saying, in the view of the theory, is tantamount to doing. Consequently, utterances carry the social responsibility weight, and there is great honour in redeeming the social weight of utterances through commensurate action. Speech acts executed with the consideration of this obligation as well as sincerity of action in mind can lead to development. However, we find that the promise in the Nigerian President’s speech acts to return the country to democracy is not fuiflied. Considering the primacy of the spoken word in the political realm, which can affect development in many ways, this paper strongly recommends that public leaders should bridge the familiar opposition between promise and fulfilment.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

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