Disagreement Realizations: Some Methodological Concerns

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Hady Hamdan
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Cross Cultural ◽  
Target Language ◽  
Pragmatic Competence ◽  
Future Research ◽  
Interlanguage Pragmatics ◽  
Cultural Research ◽  
Communication Breakdowns

Interlanguage pragmatics is concerned with how nonnative speakers use and develop their L2 pragmatic competence (Kasper 1996: 145). In this context, realizations of face threatening speech acts that such speakers perform are examined and contrasted with those of native speakers of the same target language. This has been done with a view to minimizing communication breakdowns and developing a better mutual cross-cultural understanding. Yet, despite the large number of studies conducted in this field, only a few have manage to achieve their purpose. This is often the case due to some methodological flaws that characterize such studies. The current study sheds light on these methodological flaws so that future research yields more representative, credible and informative findings. In particular, the researcher provides a critique of the methodological perspectives adopted in contrastive cross-cultural research on disagreement realizations by reviewing eight studies that have examined disagreement strategies in English by speakers of different language backgrounds.

scholarly journals Second language learners’ divergence from target language pragmatic norms

2016 ◽  
Vol 6 (2) ◽  
pp. 249-269 ◽  
Author(s):  
Maria Pia Gomez-Laich
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Target Language ◽  
Pragmatic Competence ◽  
L2 Pragmatics ◽  
Direct Explanation ◽  
The Individual

Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practic-es. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?

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.

scholarly journals A theoretical review of the speech act of suggesting: towards a taxonomy for its use in FLT

2005 ◽  
pp. 167 ◽  
Author(s):  
Alicia Martínez Flor
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Cross Cultural ◽  
Teaching Approach ◽  
Pragmatic Competence ◽  
Interlanguage Pragmatics ◽  
Theoretical Frameworks ◽  
Directive Speech Acts ◽  
Definition Of ◽  
Directive Speech

The aim of this paper is to present a taxonomy of linguistic realisation strategies concerning the speech act of suggesting. In this regard, we will first provide a definition of this particular speech act, outlining its main characteristics and differentiating it from other directive speech acts, such as requests. Second, we will review the research conducted on suggestions by examining studies from both the cross-cultural and interlanguage pragmatics fields. Third, we will present the taxonomy we have drawn up on the basis of two theoretical frameworks, namely those of speech act and politeness theories, as well as findings from previous studies on this particular speech act. Finally, we will propose an example of a teaching approach in which this taxonomy could be implemented in order to develop learners' pragmatic competence when making suggestions.

Learning the Rules of Academic Talk

1993 ◽  
Vol 15 (3) ◽  
pp. 279-304 ◽  
Author(s):  
Kathleen Bardovi-Harlig ◽  
Beverly S. Hartford
Keyword(s):  
Longitudinal Study ◽  
Negative Feedback ◽  
Speech Acts ◽  
Native Speakers ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Similar Data ◽  
Positive And Negative Feedback ◽  
Nonnative Speakers Of English

This paper is a longitudinal study of the acquisition of pragmatic competence. Advanced adult nonnative speakers of English were taped in advising sessions over the course of a semester. Two speech acts, suggestions and rejections, were analyzed according to their frequency, form, and successfulness and compared with similar data gathered for native speakers. The nonnative speakers showed change toward the native speaker norms in their ability to employ appropriate speech acts, moving toward using more suggestions and fewer rejections, and became more successful negotiators. However, they changed less in their ability to employ appropriate forms of the speech acts, continuing to use fewer mitigators than the native speakers. Furthermore, unlike native speakers, they also used aggravators. We claim that these results may be explained by the availability of input: Learners receive positive and negative feedback from the advisor regarding the desirability and outcome of particular speech acts, but they do not receive such feedback regarding the appropriateness of the forms of such speech acts.

scholarly journals Sequence Organization of Requests among Australian English and Saudi Arabic Speakers: A Contrastive Study

Arabica ◽  
2017 ◽  
Vol 64 (5-6) ◽  
pp. 761-784
Author(s):  
Saad Al-Gahtani
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Cross Cultural ◽  
Interlanguage Pragmatics ◽  
Sequence Organization ◽  
Contrastive Study ◽  
Arabic Speakers ◽  
The Social ◽  
Australian English ◽  
Saudi Arabic

Abstract Previous research on cross-cultural pragmatics has primarily focused on how native speakers of different languages perform speech acts in relation to politeness and directness. However, Gabriele Kasper (2006), among others, has called for adopting a more discursive approach rather than analyzing data according to the Cross-Cultural Speech Act Realization Project (ccsarp) coding scheme. Therefore, this paper used Conversation Analysis for Interlanguage Pragmatics to investigate sequence organization of requests in Australian English and Saudi Arabic using role-play scenarios. It specifically examined pre-expansions, pre-pres, accounts in request turn, insert-expansions, and post-expansions, and the extent to which the social variable power affects them. The results showed that both languages shared some regularities in aspects of sequence organization but differed in others. Power influenced the production of some regularities in both languages.

scholarly journals The image of mother in multi-structural languages (based on the material of the Russian and Tuvan languages)

Litera ◽  
2021 ◽  
pp. 189-197
Author(s):  
Alena Vasil'evna Zharnikova ◽  
Chechek Sergeevna Tsybenova
Keyword(s):  
Stimulus Word ◽  
Native Speakers ◽  
Cross Cultural ◽  
Sociocultural Factors ◽  
Cross Cultural Communication ◽  
Contrastive Study ◽  
Cultural Research ◽  
Language Norms ◽  
Empirical Material

This article analyzes the image of mother in the Russian and Tuvan languages based on the results of associative experiment. The key goal of this cross-cultural research is consists in comparison and determination of the constant meanings underlying this image and its ethnocultural peculiarities in the linguistic consciousness of native speakers of multi-structural languages. The object of this research is the verbal associations for the stimulus word “mother” in the linguistic consciousness of the Russian and Tuvan people. The empirical material is acquired in the course of experimental methods and viewed from the perspective of the fragments of linguistic consciousness, which reflect the image of the world of a particular culture. The practical value of the work is defined by the relevant contrastive study of the lexicon from the category of universal images, as well as by possibility of application of the obtained results in translation studies, cross-cultural communication, linguoculturology, and lexicography. The scientific novelty lies in carrying out a psycholinguistic interpretation of the associative fields "mother" and “ie”, examination of their field stratification, comparison of fragments of the core of linguistic consciousness of the Russian and Tuvan people. The selected image id describe through the prism of its archetypal nature. The conducted analysis reveals that the perception of a particular stimulus word in linguistic consciousness of a person is impacted not only by ethnic and sociocultural factors, but by the corresponding language norms as well.

Perception of Speech Acts Categories in Donald Trump’s Tweets by Native and Nonnative Speakers of English

2020 ◽  
Vol 15 (1) ◽  
pp. 73-82
Author(s):  
Davood Souri ◽  
Ali Merç
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Background Knowledge ◽  
English Teachers ◽  
Large Majority ◽  
Contextual Variables ◽  
Donald Trump ◽  
Nonnative Speakers Of English

Twitter plays an important role in today’s world. Its role among politicians and those who are interested in politics is more obvious. Due to its importance and special characteristics such as character limits, it has drawn the attention of many researchers including linguists and ELT researchers. This study aimed to compare the perceptions of native and nonnative speakers in identifying speech acts in Donald Trump’s tweets. The subjects of this study were nine English native speakers and twenty nonnative English teachers who were Turkish citizens. Thirty- seven tweets of Donald Trump over the course of a week were selected and the participants were asked to identify the speech acts of the tweets based on the speech acts taxonomy by Searle (1976). The analysis of the data revealed that both native and nonnative speakers of English identified the speech acts of the large majority of the tweets very differently. These differences were partly due to lack of enough political as well as background knowledge and partly due to lack of contextual variables.

CROSS-CULTURAL PATTERNS IN EATING DISORDERS: A REVIEW

PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. A42-A42
Author(s):  
Jennifer E. Pate ◽  
Andres J. Pumariega ◽  
Colleen Hester ◽  
David M. Garner
Keyword(s):  
Eating Disorders ◽  
Cultural Factors ◽  
Research Literature ◽  
Cross Cultural ◽  
Future Research ◽  
Cultural Patterns ◽  
Apparent Increase ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
The World

Eating disorders were previously thought to be isolated to achievement-oriented, upper and middle class individuals in Western countries. It now appears that these disorders may be increasing in other sectors of society and in a number of diverse cultural settings. We review the studies that comprise the relevant cross-cultural research literature on eating disorders. We also discuss the changing cultural factors that may be contributing to the apparent increase in these disorders around the world and directions for future research on such factors.

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.

The systematic study of how subtle forms of bias related to prosocial behavior operate in racial and gender relations

2017 ◽  
Vol 28 (1) ◽  
pp. 104-121
Author(s):  
Silvia Abad-Merino ◽  
John F. Dovidio ◽  
Carmen Tabernero ◽  
Ignacio González
Keyword(s):  
Gender Relations ◽  
Minority Groups ◽  
Psychological Research ◽  
Cross Cultural ◽  
Future Research ◽  
Cultural Research ◽  
The Status ◽  
And Gender ◽  
And Behavior

Psychological research and theory have traditionally focused on bias and conflict between separate groups. Our central thesis is that the processes that shape hierarchical group relations within a society are distinctive and typically operate in ways that are frequently subtle rather than blatant. The challenges of detecting new subtle forms of bias are receiving considerable attention in the field of social psychology, internationally. Although explicit hostility toward minority groups seems to have faded in modern societies, cross-cultural data show that the status, resources, and the power of women and ethnic/racial minorities remain unequal. The present literature review integrates the findings of cross-cultural research showing the role of paternalistic legitimizing ideas and behavior for establishing, maintaining, and reinforcing group hierarchy and the disadvantage of members of traditionally underrepresented groups. Specifically, we explain how intergroup helping relations can be used as a mechanism to maintain social advantage in racial and gender relations. These theoretical and experimental insights help illuminate the dynamics of relations between socially linked groups and the nature of contemporary bias. We also highlight how this perspective suggests novel and productive directions for future research.

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