scholarly journals CROSSCULTURAL COMMUNICATION IN ENGLISH-SPEAKING COMMUNITIES: SPEECH ACTS OF COMPLIMENTING

2020 ◽  
pp. 77-97
Author(s):  
A. K. Solodka ◽  
Luis Perea
Keyword(s):  
Speech Acts ◽  
English Speaking ◽  
Crosscultural Communication

scholarly journals The Speech Act of Complimenting as Part of the Ukrainian, Russian and English-Speaking Communities: Ukraine and the USA

2019 ◽  
Author(s):  
Anzhelika Solodka ◽  
Luis Perea
Keyword(s):  
Cultural Values ◽  
Speech Acts ◽  
Native Speakers ◽  
The United States ◽  
Personal Appearance ◽  
The Usa ◽  
On Line ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Language Context

Compliments as speech acts have the reflection and expression of cultural values. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. It is especially important in linguistic interaction between people. This research aims to analyze the speech acts of complimenting in Ukrainian and American cultures in order to use them for teaching pragmatics second language (L2) students. Defining the ways of complimenting in Ukrainian, Russian and American English help to avoid misunderstandings and pragmatic failures. This study uses a method of ethnomethodology. Speach acts are studied in their natural contexts. To carry out this research native speakers of English in the United States and native speakers of Russian and Ukrainian from all over Ukraine were interviewed on-line. The analysis was made on the data that included: 445 Russian, 231 Ukrainian and 245 English compliments. Results of this study show how native speakers tend to compliment people: syntactical structure of expressions, cultural lexicon, attributes praised and language context. It has implications for teaching English to Ukrainians and for teaching Russian and Ukrainian to speakers of English. Knowing how to use speech acts allows the speaker to have pragmatic competence. Upon completion of the data analysis on the current study, further information on deeper analysis in terms of semantics and metaphorical language can be provided.

scholarly journals “Communication is a two-way street”

Pragmatics ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Dongmei Cheng
Keyword(s):  
Speech Acts ◽  
Online Survey ◽  
Cultural Norms ◽  
Verbal Protocols ◽  
Novice Learners ◽  
Successful Student ◽  
Academic Settings ◽  
Valid Evidence ◽  
English Speaking ◽  
Academic Communication

Speech act studies are increasingly likely to use retrospective verbal protocols to record the thoughts of participants who produced targeted speech acts (e.g., Cohen & Olshtain, 1993). However, although communication is always a two-way street, little is known about the recipients’ perceptions of speech acts. In academic communication at universities, it is critical for students to gain awareness of the socio-cultural norms as well as knowledge of appropriate linguistic forms in interacting with instructors. Therefore, gathering perceptual information from instructors, the recipients of many speech acts such as apologies, serves an important role in realizing successful student-instructor communication. Targeting instructors’ perceptions, two forms of an online survey were created via surveygizmo.com, with one including 12 spoken apologies and the other including 12 emailed apologies. An equal number of native (NS) and nonnative English speaking (NNS) students produced these apologies. The 150 instructors who responded to the survey gave significantly higher ratings to apologies made by NS students than to those made by NNS students. An analysis of instructors’ explanations after the ratings showed that both sociopragmatic and pragmalinguistic knowledge (Thomas, 1983) were valued in the successful realization of apologies, with the majority of instructor explanations addressing the sociopragmatic aspects of apology productions. In their comments on highly-rated student apologies, instructors appreciated the fact that students took responsibility in apologizing, offered worthy explanations, and delivered the messages with minimum grammatical mistakes. Poorly rated apology messages did not contain sufficient or valid evidence, inconvenienced the instructors through inappropriate requests, and usually had multiple grammatical mistakes. This study provides useful source of information to be used in university classrooms that can orientate novice learners towards socio-cultural expectations and appropriate lexical markers to be employed in making successful apologies in academic settings.

scholarly journals THE STUDENTS’ ENGLISH PRAGMATIC COMPETENCE IN UNDERSTANDING CROSSCULTURAL COMMUNICATION: A STUDY AT XI GRADE STUDENT OF SMK NEGERI 1 BATULAYAR

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Derah Mayanto
Keyword(s):  
Speech Acts ◽  
Tourism Industry ◽  
Literal Meaning ◽  
Pragmatic Competence ◽  
Grade Student ◽  
Missing Information ◽  
Crosscultural Communication ◽  
Pragmatic Knowledge ◽  
The Given ◽  
Hotel Accommodation

This paper investigates the students’ English pragmatic competence in understanding crossculturalcommunication. There were eighteen communicative situations designed in threedifferent speech acts namely; handling complaint, request and refusal. The situationspresented were very similar to the authentic situation that students found during the joborientation for six months in tourism industry. Three instruments were used in collecting thedata; questionnaires, discourse completion tests (DCTs) and interview. The multiple choicequestionnaire was used to investigate the students’ pragmatic understanding in three deferentspeech acts. Meanwhile DCTs was used to investigate the students’ pragmatic knowledge ingiving response to the given situations related to three different speech acts. Interviewquestion was used to clarify the missing information and to strengthen the reason why suchresponses were given in questionnaire and in DCTs. The sample of this study was 92 XIGrade students from Hotel Accommodation Program (AP) at SMK Negeri 1 Batulayar. Theresult show that the students ability in understanding pragmatic is considered very low, theyonly can understand the utterance from the literal meaning of words and phrases, but theimplied meaning of some particular utterances were uneasy to deal with. It is seen from thereported data that the average of the students’ responses in understanding pragmatics of thethree different speech acts is only 12.7%. The second three different speech acts in discoursecompletion test (DCTs) was also about giving response to the complaint, request and refusal.DCTs were used to investigate the students’ ability in using their pragmatic knowledge toresponse the nine situational communicative designed. The finding show that the students’ability in giving the written response were vary and less impressive. The written responsesin three different speech acts prompt were potentially led to a pragmatic inability inmaintaining the smooth conversation in various situations.

The directive speech acts used in english speaking class

2016 ◽  
Vol 1 (2) ◽  
pp. 91
Author(s):  
Muhammad Khatib Bayanuddin ◽  
Jamaluddin Jamaluddin ◽  
Hilma Suryani
Keyword(s):  
Key Words ◽  
Speech Acts ◽  
Qualitative Method ◽  
Study Program ◽  
The Third ◽  
Politeness Strategies ◽  
English Speaking ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Prediction Statement

This research discusses about an analysis of the directive speech acts used in english speaking class at the third semester of english speaking class of english study program of IAIN STS Jambi. The aims of this research are to describe the types of directive speech acts and politeness strategies that found in English speaking class. This research used descriptive qualitative method. This method used to describe clearly about the types and politeness strategies of directive speech acts based on the data in English speaking class. The result showed that in English speaking class that there are some types and politeness strategies of directive speech acts, such as: requestives, questions, requirements, prohibitives, permissives, and advisores as types, as well as on-record indirect strategies (prediction statement, strong obligation statement, possibility statement, weaker obligation statement, volitional statement), direct strategies (imperative, performative), and nonsentential strategies as politeness strategies. The achievement of this research are hoped can be additional knowledge about linguistics study, especially in directive speech acts and can be developed for future researches. Key words: directive speech acts, types, politeness strategies.

Realizations of oppositional speech acts in English: a contrastive analysis of discourse in L1 and L2 settings

2021 ◽  
Vol 18 (2) ◽  
pp. 163-202
Author(s):  
Christopher Hopkinson
Keyword(s):  
Speech Acts ◽  
Language Use ◽  
Large Body ◽  
Future Research ◽  
Contrastive Analysis ◽  
Customer Reviews ◽  
English Speaking ◽  
L1 And L2 ◽  
L1 English ◽  
Dimensions Of Variation

Abstract This paper presents the results of a study seeking insights into how speakers express oppositional stance in an online genre (businesses’ responses to negative customer reviews on TripAdvisor). The research is contrastive, exploring the differences between the practices of speakers in two types of setting – L1 English-speaking countries and countries where English is L2 – when performing oppositional speech acts (e.g. disagreement, criticism of the review/reviewer, etc.). Although there exists a large body of work concerned with contrastive differences in speech act realizations, oppositional speech acts remain under-researched – especially in contexts of non-politeness or impoliteness. This paper presents the results of a mixed-method qualitative/quantitative analysis revealing substantial differences along two principal dimensions of variation: the (in)directness with which opposition is expressed, and the downgrading (mitigation) or upgrading (aggravation) of oppositional speech acts. Some of these differences can be traced to well-known tendencies related to L1 versus L2 language use, while others represent new empirical findings that open up potential avenues for future research.

scholarly journals Limits of a Second Language: Native and Second Languages in Management Team Communication

2021 ◽  
Vol 12 ◽  
Author(s):  
Jan Ketil Arnulf ◽  
Wanwen Dai ◽  
Hui Lu ◽  
Zhe Niu
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Management Team ◽  
Cultural Management ◽  
Second Languages ◽  
English Speaking ◽  
Ethnic Biases ◽  
Cross Cultural Management ◽  
Management Cognition ◽  
And Linguistics

Cultural differences in speech acts are common challenges in management involving Chinese and Western managers. Comparing four groups – Native-speaking Chinese, English-speaking Chinese, Chinese-speaking Westerners, and non-Chinese- speaking Westerners, we assessed the effects of language and ethnicity on the ability to predict communication obstacles in a management team scenario. Bilingual subjects were less likely to be influenced by ethnic biases. Still, bilinguals were not more likely to adjust their metacognitions about communication toward those of the native speakers. The study creates a link between management, cognition and linguistics, as well as having consequences for the study of metacognition in cross-cultural management.

scholarly journals Politeness and Speech acts of Refusal and Complaint among Jordanian Undergraduate Students

2018 ◽  
Vol 7 (4) ◽  
pp. 68 ◽  
Author(s):  
Lana Kreishan
Keyword(s):  
Undergraduate Students ◽  
Speech Acts ◽  
Native Speakers ◽  
Cultural Norms ◽  
Efl Learners ◽  
Linguistic Pragmatics ◽  
Social Settings ◽  
Pragmatic Failure ◽  
Completion Test ◽  
English Speaking

This study investigated the refusal and complaint speech act strategies employed by Jordanian undergraduate EFL learners. Refusal and complaint data were collected using a discourse completion test and role-plays. The findings revealed that, as non-native speakers, the respondents preferred to use indirect semantic formulas. The most frequently used refusal strategies involved an explanation or excuse, apology, negative ability, postponement or adjuncts to refusals. Conveying hints, requests, and annoyance constituted the preferred strategies for expressing complaints. The Jordanian students utilized these strategies quite often because the strategies are less direct and more polite. The analysis revealed similarities between the strategies used by the sample EFL learners and the strategies used by native English speakers. Because speech acts depend on standard cultural norms and practices, it is important for EFL learners to understand English-speaking social settings in order to avoid pragmatic failure and miscommunication. EFL instructors should therefore emphasize linguistic pragmatics for learners to assimilate into an English speaking cultural environment and maintain clear and unambiguous communication.

scholarly journals Linguistic Politeness and Greeting Rituals in German-speaking Switzerland

2013 ◽  
Vol 20 (3) ◽  
Author(s):  
Felicity Rash
Keyword(s):  
Speech Acts ◽  
Human Beings ◽  
Swiss German ◽  
Linguistic Politeness ◽  
Self Interest ◽  
German Speaking ◽  
English Speaking ◽  
Leave Taking ◽  
English Speaking World ◽  
Over Time

This paper describes the results of research into linguistic politeness in German-speaking Switzerland (GSS) and into one type of politeness in particular, namely the speech acts of greeting and leave-taking denoted by the German verb grüssen.[1] German-speaking Swiss people adhere to strict conventions of polite behaviour which have been eroded over time in the English-speaking world. My research shows that speakers of Swiss German, both young and old, and from all walks of life, believe that it is important to retain their traditional politeness rituals, and that greetings formulae are especially important. Very few germanophone Swiss that people conform to polite greeting practices out of self-interest (as one of my informants suggested), rather they believe that politeness is important for social cohesion and a sign of respect and affection for one's fellow human beings.

Nouns before verbs in comprehension vs. production: the view from pragmatics

2000 ◽  
Vol 27 (3) ◽  
pp. 501-520 ◽  
Author(s):  
BEVERLY A. GOLDFIELD
Keyword(s):  
New England ◽  
Data Base ◽  
Speech Acts ◽  
Speech Act ◽  
Verb Learning ◽  
Lexical Development ◽  
English Speaking ◽  
Child Speech ◽  
Maternal Speech ◽  
Child Age

This study examines pragmatic factors that bias English-speaking children to produce more of the nouns and fewer of the verbs that they know. If nouns are favoured for production, parents should elicit more nouns than verbs in child speech. If verb comprehension is favoured over verb production, parents should more often prompt children to produce an action than to produce a verb. Data from 44 parent–child (age 1;8) dyads in the New England directory of the CHILDES data base were analysed. Children produced more nouns than verbs but mothers produced more verbs than nouns. Speech act analyses indicate that mothers elicited noun production but rarely prompted children to produce verbs. Mothers more often prompted children to produce an action than to produce a verb, and verbs occurred most often in maternal speech acts used to elicit children's actions. Moreover, children comprehended many more verbs than they produced. These data suggest that production measures underestimate the frequency and significance of verb-learning in early lexical development.

scholarly journals INVESTIGATING IMPLICATURE IN ILLOCUTIONARY ACTS EMPLOYED BY MUSEUM GUIDE AND ENGLISH SPEAKING TOURISTS

2020 ◽  
Vol 4 (2) ◽  
pp. 208-217
Author(s):  
Ginanjar Legiansyah ◽  
Ida Zuraida Supri
Keyword(s):  
Speech Acts ◽  
Descriptive Analysis ◽  
Conversational Implicature ◽  
Conventional Implicature ◽  
Illocutionary Acts ◽  
Museum Guide ◽  
Qualitative Descriptive ◽  
English Speaking

This research aims at identifying types of implicature and analyzing types  speech acts  and the strategies employed by the speakers and hearers during the visit at the Museum Asian African Conference.  The method used in this research is qualitative descriptive analysis, where the data is collected, then sorted and categorized and finally analyzed based on the theory. The results show that 1) two types of implicatures are found; conversational implicature (91%) and conventional implicature (9%), 2) Four types of illocutionary acts encountered in the conversation; assertive (90%), directive (6%) commissive (93%) and expressive (1%) and 3) Both strategies are used in delivering illocutionary acts; direct strategies (94%) is more dominant than the indirect one (6%).

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