The speech act of complaining: a cross-cultural comparative study of Chinese and American English speakers

2001 ◽  
Author(s):  
De Zhang
Keyword(s):  
Comparative Study ◽  
Speech Act ◽  
American English ◽  
Cross Cultural ◽  
English Speakers ◽  
American English Speakers

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.

Face-keeping strategies in reaction to complaints

2004 ◽  
Vol 14 (1) ◽  
pp. 179-195 ◽  
Author(s):  
Zohreh R. Eslami
Keyword(s):  
Cultural Values ◽  
Speech Acts ◽  
American English ◽  
Contextual Factors ◽  
Cross Cultural ◽  
English Speakers ◽  
Cultural Comparison ◽  
Cross Cultural Comparison ◽  
Face Saving ◽  
American English Speakers

This paper discusses a number of differences between English and Persian in the area of speech acts and links them with different cultural values and norms. The Persian speakers’ use of face-keeping strategies in reaction to complaints was compared with American English speakers’ performance. The most frequent face- saving strategy used by both groups in reaction to complaints was the apology speech act. Therefore, a cross-cultural comparison in the realization patterns of the apology speech acts between the two languages was performed. A detailed analysis of the use of the illocutionary force indicating device (IFID) strategies and supportive strategies revealed important differences in communicative styles of the two groups which can give us insights into understanding different cultural values, norms, and assumptions concerning interpersonal use of language in a Western and a non-Western language. It is shown that Persian speakers are more sensitive to contextual factors and vary their face-keeping strategies accordingly whereas English speakers mostly use one apology strategy and intensify it based on contextual factors.

Shame as a Culture-Specific Emotion Concept

2018 ◽  
Vol 18 (3-4) ◽  
pp. 274-292
Author(s):  
Dolichan Kollareth ◽  
Jose-Miguel Fernandez-Dols ◽  
James A. Russell
Keyword(s):  
American English ◽  
Emotional Reaction ◽  
Cross Cultural ◽  
English Speakers ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Specific Emotion ◽  
American English Speakers

AbstractOn the assumption that shame is a universal emotion, cross-cultural research on shame relies on translations assumed to be equivalent in meaning. Our studies here questioned that assumption. In three studies (Ns, 108, 120, 117),shamewas compared to its translations in Spanish (vergüenza) and in Malayalam (nanakedu). American English speakers usedshamefor the emotional reaction to moral failures and its use correlated positively withguilt, whereasvergüenzaandnanakeduwere used less for moral stories and their use correlated less with the guilt words. In comparison with Spanish and Malayalam speakers’ ratings of their translations, American English speakers ratedshameandguiltto be more similar to each other.

scholarly journals Similar frequency of the McGurk effect in large samples of native Mandarin Chinese and American English speakers

2015 ◽  
Vol 233 (9) ◽  
pp. 2581-2586 ◽  
Author(s):  
John F. Magnotti ◽  
Debshila Basu Mallick ◽  
Guo Feng ◽  
Bin Zhou ◽  
Wen Zhou ◽  
...  
Keyword(s):  
Mandarin Chinese ◽  
American English ◽  
Mcgurk Effect ◽  
English Speakers ◽  
Similar Frequency ◽  
Large Samples ◽  
American English Speakers

scholarly journals Forum: Serving African American English Speakers in Schools Through Interprofessional Education & Practice

2021 ◽  
Vol 52 (1) ◽  
pp. 1-3
Author(s):  
Monique T. Mills
Keyword(s):  
African American ◽  
Interprofessional Education ◽  
Language Disorder ◽  
American English ◽  
Community Based Participatory Research ◽  
African American English ◽  
English Speakers ◽  
Education Practice ◽  
Literacy Outcomes ◽  
American English Speakers

Purpose African American English (AAE) speakers often face mismatches between home language and school language, coupled with negative attitudes toward AAE in the classroom. This forum, Serving African American English Speakers in Schools Through Interprofessional Education & Practice, will help researchers, parents, and school-based practitioners communicate in ways that are synergistic, collaborative, and transparent to improve educational outcomes of AAE speakers. Method The forum includes a tutorial offering readers instructions on how to engage in community-based participatory research (Holt, 2021). Through two clinical focus articles, readers will recognize how AAE develops during the preschool years and is expressed across various linguistic contexts and elicitation tasks (Newkirk-Turner & Green, 2021) and identify markers of developmental language disorder within AAE from language samples analyzed in Computerized Language Analysis (Overton et al., 2021). Seven empirical articles employ such designs as quantitative (Byrd & Brown, 2021; Diehm & Hendricks, 2021; Hendricks & Jimenez, 2021; Maher et al., 2021; Mahurin-Smith et al., 2021), qualitative (Hamilton & DeThorne, 2021), and mixed methods (Mills et al., 2021). These articles will help readers identify ways in which AAE affects how teachers view its speakers' language skills and communicative practices and relates to its speakers' literacy outcomes. Conclusion The goal of the forum is to make a lasting contribution to the discipline with a concentrated focus on how to assess and address communicative variation in the U.S. classroom.

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