scholarly journals A Linguistic Landscape Study of Signage on Nimmanhemin Road, A Lanna Chiang Mai Chill-Out Street

MANUSYA ◽  
2016 ◽  
Vol 19 (3) ◽  
pp. 72-87 ◽  
Author(s):  
Tiwahporn Thongtong
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Language Instruction ◽  
Word Formation ◽  
Linguistic Landscape ◽  
Chiang Mai ◽  
Language Choices ◽  
Linguistic Strategies ◽  
Politeness Strategies ◽  
Thai English

This study investigates how the linguistic landscape both creates and reflects a tourist space on language choices in creating signs on Nimmanhemin Road in Chiang Mai, Thailand. In addition, the study explores what linguistic devices are used in the creation of signs on Nimmanhemin Road. Sign data are collected from both sides of Nimanhaemin Road. Every sign in front of stores was photographed and analyzed in terms of language choices and linguistic devices. The study reveals that tourism in Chiang Mai has influences on language choices in sign creation. Monolingual, bilingual and trilingual signs can be found on Nimmanhemin Road, normally written in Thai, English and / or Chinese. In terms of linguistic strategies, transliteration, word formation, lexical relations, speech acts and politeness strategies are demonstrated in my findings. The study has both theoretical and practical contributions. Theoretically, it challenges commonly held notions of bilingual organization of information and language prominence. Practically, the study has pedagogical applications and the study findings can be used for English language instruction.

scholarly journals Discourse of discipline: Communicative strategies in coaches' speech

2020 ◽  
Vol 74 (1) ◽  
pp. 47-56
Author(s):  
Gordana Vekarić ◽  
Ivana Trbojević-Milošević
Keyword(s):  
Speech Acts ◽  
Social Dynamics ◽  
Modern Society ◽  
Intended Meaning ◽  
Strategic Model ◽  
Communicative Strategies ◽  
Linguistic Strategies ◽  
Politeness Strategies ◽  
Completion Test ◽  
Relationship Of

The great importance sport plays in modern society has resulted in analyses of many aspects of its social dynamics. The relationship of its main actors, in this case the coaches and athletes, was most often discussed form pedagogical, psychological and sociological stances and a relatively small number of studies referred to their communication, or rather its linguistic expression. The aim of this research was to describe the pragmatic mechanisms and the strategy of disciplining that coaches use when talking to athletes in two typical situations in sport: in training and at a competition. The research corpus, collected by a Discourse Completion Test, consists of authentic responses from 93 coaches of both genders. The corpus for analysis included 196 responses, categorised as clusters of speech acts which according to the strategic model could be categorised as examples of the disciplining strategy. Qualitative analysis provided an insight into the types of speech acts used in the analysed speech sequences, the functioning of politeness strategies used to mitigate the pressure on the interlocutors face, conversation implicatures and presuppositions which enable interpretation of the intended meaning that shapes coaches' discourse. The results of the analysis imply that coaches prefer using a more direct strategy in both observed situations, but also that by combining politeness strategies and indirectness they frequently disguise their communicative intentions, which most often refer to disciplining and requiring a change in the behaviour of the athlete. The conclusions we reached could be practically used in the education of coaches, by raising awareness of the importance of the aspects of linguistic production that would be appropriate in training and competitive situations, since the choice of linguistic strategies can improve the interaction of coaches and athletes.

scholarly journals Intercultural pragmatics in the Global Englishes context: Some implications for developing intercultural communicative competence

2020 ◽  
pp. 7-31
Author(s):  
Magdalena Sztencel
Keyword(s):  
Cultural Differences ◽  
Speech Acts ◽  
English Language ◽  
Communicative Competence ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Global Communication ◽  
Intercultural Communicative Competence ◽  
Politeness Strategies ◽  
Intercultural Pragmatics

The prevalent use of English as a lingua franca raises questions about the consequences for the practice of English Language Teaching. This paper investigates some of the pedagogical implications from the perspective of intercultural pragmatics. I argue that developing politeness strategies is an important aspect of enhancing learners’ intercultural communicative competence. This is illustrated with the examples of speech acts such as requests, conditional threats and conditional promises. I draw attention to some fundamental misconceptions that may arise from an inadequate interpretation of cross-cultural findings, and argue that in order to establish which politeness strategies to use in the context of global communication, the focus of intercultural investigations needs to be shifted from studying lingua-cultural differences to studying lingua-cultural similarities.

scholarly journals Evaluating EFL University Learners’ Pragmatic Competence: Brown and Levinson’s Negative Politeness Strategies as a Model

2021 ◽  
Vol 10 (3) ◽  
pp. 366-381
Author(s):  
Ali Yousif Mohammad ◽  
Hussein Ali Ahmed
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Pragmatic Competence ◽  
Appropriate Use ◽  
Learning And Teaching ◽  
Address Forms ◽  
University Life ◽  
Politeness Strategies ◽  
Completion Test ◽  
Negative Face

ABSRACT          Pragmatic competence forms a basic pillar in learning and teaching   the communicative use of a foreign language (FL). Evaluating the FL pragmatic knowledge is a challenging and complex area of language testing. Far from the grammatical content of language, the current study aims to evaluate EFL learners' pragmatic competence in terms of communicating the linguistic expressions of negative politeness. Accordingly, it investigates EFL university learners’ ability to show social distance and realize power relations towards addressees. The study also presents the negative politeness strategies on the basis of Brown and Levinson's (1987) theory.             It is hypothesized that learners are pragmatically unaware of showing negative face towards addressees. It is further assumed that learners show tendency to go on record without redressive action, which often threatens addressees’ negative face. Added to that, learners are not aware of the appropriate use of politeness strategies followed according to the English culture. To investigate this, a Discourse Completion Test consisting of hypothetical situations that are familiar to learners' university life has been formulated.          The study concludes that learners experience pragmatic failures while engaging in situations where there is a need to show negative face, and utter direct speech acts frequently. In addition, learners do not distinguish between the appropriate politeness strategies (positive, negative and off record) as far as the cultural orientation of the English language is concerned. They further disregard the appropriate use of address forms that constitute a paramount aspect of negative politeness.

scholarly journals INCORPORATING LINGUISTIC LANDSCAPE INTO ENGLISH WORD-FORMATION TASK IN AN ENGLISH MORPHOLOGY COURSE

2021 ◽  
Vol 32 (1) ◽  
pp. 29
Author(s):  
Siusana Kweldju
Keyword(s):  
English Language ◽  
Language Education ◽  
English Word ◽  
Word Formation ◽  
Linguistic Landscape ◽  
Formation Theory ◽  
English Language Education ◽  
Academic Reading ◽  
Learning Procedure

This exploratory case study focuses on the development and implementation of a task called the Inventive English Word Formation in Public Spaces for an undergraduate English Morphology course within the English Language Education program of a university in Indonesia. This task was created based on students’ feedback that they disliked the typical memory-based test, which was reported to have a significant strain on them. In that regard, this task was developed to replace the teacher’s lectures and achievement test to increase students’ learning engagement and understanding of the Word Formation theory. Students were asked to morphologically analyze how Indonesian people invented new English words in commercial signs in linguistic landscapes. Sixty students were involved in the task and they were put into groups of four. Each group was assigned to write a paper reporting how they identified and explained the types and subtypes of word-formation of the invented names. The findings suggested that although students found that the task was more meaningful and engaging than the usual learning procedure, the papers they produced showed that they were still not ready for the demand of academic reading and research skills associated with the task. This task, however, promises positive avenues that can be improved and explored in future studies.

scholarly journals Taxonomy of Mitigation Devices in English Language

2020 ◽  
Vol 3 (1) ◽  
pp. 31-40
Author(s):  
Aso I. Ali ◽  
Salah M. Salih
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Main Type ◽  
Point Of View ◽  
Illocutionary Force ◽  
Indirect Speech Acts ◽  
Politeness Strategies ◽  
Interpersonal Goals ◽  
Parenthetical Verbs ◽  
The Impact

Language mitigation refers to strategies that people adopt to avoid face-threatening situations in conversation and thereby to linguistically repair the damage done to someone’s face by what one says or does. Previously, several studies investigating mitigation have been carried out from different perspectives, depending on the point of view adopted by each scholar. Some studies thus far have linked mitigation with politeness, whereas other studies have dealt with mitigation as an independent subject. Literature on mitigation abounds with reference to politeness strategies, euphemisms, hedges and other devices, yet there sounds to be no clear attempt to establish what substantiates mitigation. On this point, Caffi (2007, p.48) maintains that in politeness research, the notion of mitigation has so far mainly been used with reference to the set of strategies interlocutors employ to attenuate the impact of what Brown and Levinson (1987) call ‘face-threatening acts’ (FTAs). The present study is designed to develop a taxonomy of mitigation types, devices, functions and strategies adopted by English language users as interpersonal goals. It also provides additional evidence with respect to the use of mitigating devices to soften illocutionary force of speech acts which are unwelcome to addresses. As for mitigation devices, there are seven major devices: Indirect Speech Acts, Tag Questions, Parenthetical Verbs, Disclaimers, Impersonal Constructions, Hedges, and Euphemism, though this last type is not referred to as a main type in previous studies. The latter two types (Hedges and Euphemism) are the backbone of mitigation devices as they subsume a variety of forms and functions. Semantic procedures are the most effective ones as they result in less direct or understated meanings.  

Apologizing in Cuernavaca, Mexico and Panama City, Panama

2010 ◽  
Vol 7 (2) ◽  
pp. 254-278 ◽  
Author(s):  
Lisa Wagner ◽  
Regina Roebuck
Keyword(s):  
Communities Of Practice ◽  
Speech Acts ◽  
Native Speakers ◽  
Community Members ◽  
Closed Set ◽  
Panama City ◽  
Naturally Occurring ◽  
Speech Communities ◽  
Linguistic Strategies ◽  
Politeness Strategies

This comparative study of naturally occurring apologies in Cuernavaca and Panamanian Spanish investigates the apology strategies community members employ most often, and the types of positive- and negative-politeness strategies they use to perform this speech act. The authors calculate the frequency with which speakers use positive- and negative-politeness strategies in their apology acts and investigate whether members of these two speech communities demonstrate a preference for positive or negative politeness when apologizing. Instead of using a language-specific parameter such as “Spanish Language” and assuming that all native speakers of this language have and will use a closed set of linguistic strategies in the same way when they apologize, the authors argue that speech acts, politeness and face are socio-culturally sensitive variables whose values and effects vary between communities of practice. To support this claim, they show how the communities of Cuernavaca, Mexico and Panama City, Panama differ from previous findings on apologizing within different communities of practice in the Spanish-speaking world.

Strategi Peningkatan Kompetensi Berbicara Bahasa Inggris Siswa Smk Negeri 1 Pacitan Tahun Pelajaran 2012/2013

2017 ◽  
Vol 1 (1) ◽  
pp. 43-51
Author(s):  
Asroji Asroji
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Final Report ◽  
Computer Engineering ◽  
Project Report ◽  
Engineering Software ◽  
Final Project ◽  
Network Computer ◽  
Sequence Of Events ◽  
English Speaking

This study was conducted based on the facts about the lack of maximal outcomes of learning English in almost all levels of education, especially in vocational school. Although English has been studied for many years, but the majority of students can not master English well, especially speaking. Many factors cause this phenomenon, and all parties should concern to work together to formulatebetter system and process of English learning at vocational school.The research was conducted at SMK Negeri 1 Pacitan, by taking the students of class XII as subjects research. The sample of this research consists of 94 students of Business Travel and Tourism,Network Computer Engineering, and Engineering Software classes. This research uses descriptive qualitative method. It is used to describe the students’ speaking competence, particularlyin presenting final task report. This research also identifies the internal and external functions to formulate a strategy to improve the students’s speaking competence. The results showed that based on the analysis of English speaking competency of SMK Negeri 1 Pacitan students, it can be concluded as follows: a). Based on the students absorption analysis of presenting final project report, shows that English competency level of students is in the category of “pretty”, with evidence of the studentsvalue average in presenting final project report is more than the passing grade value (7.50),it is 79.5. While the number of student, who passed the presentation test,is 66 students.So it can be obtained the percentage level of mastery learning students on the presentation test of final report is only 70.21%, and it is categorized “less”, because the percentage of students who passed this exam is still under 75%. b). While the analysis of the questionnaire can be scribed that the average overall score of 3.44 speaking competence components are categorized “pretty”, and it can be concluded that the level of competence of English speaking students generally categorized “enough”. Based on the level ofstudents’ English speaking competence , it can be formulated the strategies to increase its competence. They are: a). Maximizing the use of English as a language instruction and reducing the use of Indonesian, especially in the learning process, to improve English language competency, so that students can have the ability to explain the sequence of events and the students can pass the exam well. b). Having more English presentation activitiesin other topics to encourage the students’ bravery and self-confidence in speaking English, so that students have good Englishcompetence as preparation to getjobs or to continue their study at university.c). Having more exercise of using body language to improve the mastery of speech, and smooth attitude, so that students have good English competence,and they are able to compete in the global world in obtaining employment. d). And maximizing the use of school’s facilities by using various methods of learning, and focusing on the students’ center method to improve the studentsEnglish competency so that they are able to compete for educational scholarships in this country and abroad.

Conquer and Score: A Word Formation Game for Language Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
English Language ◽  
Word Formation ◽  
Language Games ◽  
Safe Environment ◽  
Learning Path ◽  
Derivational Morphemes ◽  
And Linguistics ◽  
Formation Game

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.

THEORY OF SPEECH ACTS AND COMMUNICATIVE COMPETENCES: PRAGMATIC ANALYSIS OF THE ILLOCUTIVE ACT “EXPRESSION OF REFUSALS”

2020 ◽  
Vol 5 (3) ◽  
pp. 77-81
Author(s):  
Sayyora Azimova ◽  
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Speech Act ◽  
Pragmatic Analysis ◽  
Pragmatic Interpretation

This article is devoted to the pragmatic interpretation of the illocutionary action of the speech act “expression of refusals”. The article discusses different ways of reflecting cases of denial. This article was written not only for English language professionals, but also for use in aggressive conflicts and their pragmatic resolution, which naturally occur in the process of communication in all other languages

THEORY OF SPEECH ACTS AND COMMUNICATIVE COMPETENCES: PRAGMATIC ANALYSIS OF THE ILLOCUTIVE ACT “EXPRESSION OF REFUSALS”

2020 ◽  
Vol 6 (3) ◽  
pp. 227-231
Author(s):  
Sayyora Azimova ◽  
Keyword(s):  
Speech Acts ◽  
English Language ◽  
Speech Act ◽  
Pragmatic Analysis ◽  
Pragmatic Interpretation

This article is devoted to the pragmatic interpretation of the illocutionary action of the speech act“expression of refusals”. The article discusses different ways of reflecting cases of denial. This article was written not only for English language professionals, but also for use in aggressive conflicts and their pragmatic resolution, which naturally occur in the process of communication in all other languages

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