scholarly journals Study of Request Strategies Employed By Libyan and Malay POSTGRADUATE Students at USM

2012 ◽  
Vol 2 (2) ◽  
pp. 144 ◽  
Author(s):  
Awad Mohamed S Youssef
Keyword(s):  
Speech Acts ◽  
First Language ◽  
Cross Cultural ◽  
Postgraduate Students ◽  
Cross Cultural Communication ◽  
Cultural Strategies ◽  
Cultural Implications ◽  
Request Strategies ◽  
Malaysian Students ◽  
Cultural Pragmatics

There has been considerable attention from the cross-cultural pragmatics literature towards the various strategies speakers use when performing the requesting speech act. Speech acts are often used when communicating verbally in either the first language or a second language. This paper presents a study into the similarities and differences in the request strategies by Malaysian and Libyan postgraduate students at USM. The study majorly uses information from existing literature on what other people have written on this topic. The study findings will give new insights to the directness and requesting behaviors within Libyan and Malaysian students and the challenges of cross-linguistic and cross-cultural communication. This study has cultural implications such as awareness of the request strategies used in one culture compared to another culture. This study tackles the ability of Libyan and Malay learners to apply requests in English.  Furthermore, this study attempts to provide explanations for pragmatic errors that Libyan and Malay learners may perform.   Keywords: Cross-Cultural, Strategies, Modifications, Linguistic.

scholarly journals Speech Acts across Cultures: Teaching Compliment Exchanges

2020 ◽  
Vol 20 (1) ◽  
pp. 145-163
Author(s):  
Claudia E. Stoian
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Cross Cultural ◽  
Foreign Languages ◽  
Cultural Communication ◽  
Cultural Issues ◽  
Cross Cultural Communication ◽  
Successful Communication ◽  
Present Essay ◽  
Cultural Pragmatics

Abstract Speaking a foreign language implies more than knowing its vocabulary and grammar. As such, teachers of foreign languages should keep this in mind and consider also other aspects than the ones mentioned. Attention should be paid to pragmatics and cultural issues, among others. The present essay aims to highlight the importance of raising foreign language students’ awareness of national and international linguistic and cultural behaviours. It describes briefly the field of cross-cultural pragmatics, focusing on speech acts and their culture-sensitive features. Then, it turns to one of the most important types of speech acts, namely compliment exchanges. Taking into consideration the key role played in cross-cultural communication by the appropriateness of compliments and their expected answers, the article proposes several activities to do in class in order to (1) raise students’ awareness regarding the importance of compliments for successful communication, (2) present them the usual patterns, topics, and cultural particularities of compliments, (3) familiarise students with possible communication threats, and (4) provide them with possible strategies to answer compliments. The activities are not restricted to students of foreign languages in general but are recommended also to those studying specialised subjects in foreign languages, such as communication, translation and interpreting.

World Englishes, Pragmatics, and Discourse

2015 ◽  
Author(s):  
Yamuna Kachru
Keyword(s):  
Speech Acts ◽  
Theoretical Models ◽  
Cross Cultural ◽  
World Englishes ◽  
Cultural Communication ◽  
Conversational Speech ◽  
Cross Cultural Communication ◽  
Unique Site ◽  
Selection Of

The central role of English in cross-cultural communication worldwide has made it a unique site for understanding diversity in systems of discourse pragmatics. In contact situations, these differences can help to refine theoretical models, such as the question of how universal speech acts or properties of facework and politeness are. They can also have significant real-world implications in the form of cross-cultural (mis-) communication in globalized contexts. This chapter reviews a selection of examples of speech acts and politeness in World Englishes contexts that use theoretical models to account for variation, but in some instances also challenge elements of such models. The discussion also includes a consideration of variation in surface form as well as variation in discourse other than conversational speech, such as written genres.

Cross-Cultural and Intercultural Pragmatics

2016 ◽  
Author(s):  
Istvan Kecskes
Keyword(s):  
Speech Acts ◽  
Language Use ◽  
Cross Cultural ◽  
Common Language ◽  
Communicative Process ◽  
First Languages ◽  
Intercultural Pragmatics ◽  
Intercultural Interactions ◽  
Different Cultures ◽  
Cultural Pragmatics

This chapter discusses the differences between cross-cultural and intercultural pragmatics. While cross-cultural pragmatics compares different cultures, based on the investigation of certain aspects of language use, such as speech acts, behaviour patterns, and language behaviour, intercultural pragmatics focuses on intercultural interactions and investigates the nature of the communicative process among people from different cultures, speaking different first languages. Cross-cultural pragmatics analyses the differences and similarities in the language behaviour of people representing different languages and cultures. Intercultural pragmatics, however—a relatively new discipline—is interested in what happens when representatives of different first languages and cultures communicate using a common language.

Speech Acts and Cross-Cultural Pragmatics

2019 ◽  
pp. 223-238
Author(s):  
Clara Bauler
Keyword(s):  
Cultural Diversity ◽  
Speech Acts ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Dominant Language ◽  
Pragmatic Awareness ◽  
Linguistically Diverse Learners ◽  
Cultural Pragmatics

Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.

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 THE PRAGMATICS OF REFUSING A REQUEST IN ITALIAN AND AMERICAN ENGLISH: A COMPARATIVE STUDY

2020 ◽  
Vol 13 (1) ◽  
pp. 92-112
Author(s):  
Massimo Verzella ◽  
Laura Tommaso
Keyword(s):  
Comparative Study ◽  
Speech Acts ◽  
Personal Information ◽  
American English ◽  
Cross Cultural ◽  
Western Countries ◽  
Avoidance Strategies ◽  
Negative Face ◽  
Pragmatic Strategies ◽  
Cultural Pragmatics

This study falls in the area of cross-cultural pragmatics because it compares how speakers of American English and speakers of Italian refuse a request. We used a guided conversation protocol to elicit refusals to a request. The results show marked differences between the two groups. Speakers of American English tend to rely on Positive face strategies (praise, encouragement) to mitigate their refusals. In contrast, speakers of Italian tend to use Negative face strategies: lengthy explanations combined with apologies. Both groups used avoidance strategies, but speakers of American English were less likely to offer detailed explanations that require the disclosure of personal information. These findings show that pragmatic strategies to perform speech acts might vary significantly even when we compare groups from two different Western countries.

scholarly journals PRAGMATICS IN EFL CLASSROOM: AVOIDING PRAGMATIC FAILURE IN CROSS-CULTURAL COMMUNICATION

2020 ◽  
Vol 5 (1) ◽  
pp. 74-91
Author(s):  
Nailul Author Restu Pamungkas ◽  
Lutfina Tarita Wulandari
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Teaching Language ◽  
Foreign Language Learners ◽  
Pragmatic Awareness ◽  
Pragmatic Failure ◽  
Cultural Pragmatics

In teaching language along with its culture, teacher should take pragmatic aspects into consideration, since understanding pragmatics will help foreign language learners to avoid false interpretation which will cause misunderstanding in communication between speakers with different culture and social backgrounds. It is called as pragmatic failure which usually takes place in cross-cultural communication. Since pragmatics plays quite important role in communication, it is important for foreign language learners to have sensitivity of cross cultural pragmatics, which is commonly known as cross cultural or intercultural pragmatic awareness. However, teaching language along with culture seems to be problematic, since it is relatively difficult to choose which aspect(s) of culture to teach, what content to include, and to represent cultures implicitly under study which presents differences from the norm of students’ local culture. Therefore, this paper tries to explore the essential issues of spoken discourse, pragmatics, cross cultural pragmatics, pragmatic failure, pragmatic awareness, and its implication to pedagogy.

scholarly journals CROSS-CULTURAL COMMUNICATION: CREATIVITY AND POLITENESS STRATEGIES ACROSS CULTURES. A COMPARISON OF LITHUANIAN AND AMERICAN CULTURES

2020 ◽  
Vol 13 (1) ◽  
pp. 164-178
Author(s):  
Viktorija Jakučionytė
Keyword(s):  
Speech Acts ◽  
Quantitative Methods ◽  
American English ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Qualitative And Quantitative ◽  
Cross Cultural Communication ◽  
Qualitative And Quantitative Methods ◽  
Politeness Strategies ◽  
Private And Public

The purpose of this study was to identify creative reactions and politeness schemes in two languages in cross-cultural communication – American English and Lithuanian – and then compare the means of expressing politeness strategies and creative reactions in the two mentioned languages. The method used in the study is a survey, evaluated by both qualitative and quantitative methods. The research illustrated that the two mentioned cultures do indeed express creative reactions as well as use the speech acts of gratitude and apology. It also showed that American female and American male groups tend to choose more polite and creative reactions, while Lithuanian female and Lithuanian male groups tend to use less polite and creative reactions more often. Americans (both genders) do not imply the feeling of gratitude or apology, they say it directly. The Lithuanians (both genders) expressed gratitude or apology in everyday situations not as often and not as directly. In other words, the Lithuanian culture tends to use positive politeness; and vice versa, the American culture tends to use negative politeness. Besides that, the research revealed that gender plays a significant role in the answers of the survey respondents. The female Americans and female Lithuanians seem to be more polite and express more creative reactions than their male counterparts. It was also revealed that the respondents of American nationality express gratitude or apology in a more polite and creative way and use more speech acts of gratitude or apology in both private and public spheres than the group of Lithuanian respondents.

CROSS-CULTURAL COMMUNICATION THROUGH AFFECT: THE POTENTIAL FOR POST-DISASTER TOURISM IN JAPAN

2021 ◽  
Keyword(s):  
Recovery Process ◽  
Cross Cultural ◽  
Local Economy ◽  
Cross Cultural Communication ◽  
Cultural Strategies ◽  
Culturally Different ◽  
Central Tenet ◽  
Planning Development ◽  
Development And Management ◽  
Post Disaster

The success of tourism encounters can be aided by devising cross-cultural strategies so that conscious feelings (emotions) and subtle impressions (affects) of locals are communicated effectively to tourists. This article investigates how post-disaster tourism narratives, practices, and landmarks can be used to ‘attune’ the feelings of culturally different groups. After the Triple Disaster of 2011 in the Tōhoku region of Japan, the recovering communities have used tours as a way to support the local economy, confront their loss and overcome trauma. As global attention moves to new disasters, communities feel the need to attract more visitors and create new jobs for the locals. However, this has proven difficult: differences in expressing emotional responses caused tensions and dissatisfaction amongst locals and internationals, as locals feel misunderstood and tourists do not see their expectations met. This hinders the tourist encounter, which is seen by some of the communities as crucial, as they feel that ‘being able to tell their stories’ and ‘being remembered’ is a central tenet of the recovery process. In the case of Japan, we argue, affect can constitute an appropriate means to negotiate meaning and memory between Japanese and internationals. Affective elements are often overlooked by academics, as they are considered volatile and unstructured. There is no research that utilizes geographical and interdisciplinary theories of affect to gain an in-depth understanding in the ways to communicate heritage and memory cross-culturally in disaster sites, as well as rigorous and appropriate approaches to affective methods. Affect can benefit both locals and visitors, as it bridges understandings of the delicate and complex issues pertaining to disaster memory and heritage, and may lead to more socio-culturally and politically sustainable approaches to planning, development and management of tourism.

scholarly journals Chinese EFL Learners’ Cross-cultural Pragmatic Competence: The Appropriateness of Request

2021 ◽  
Vol 4 (5) ◽  
pp. 20-41
Author(s):  
Joyce Yeboah
Keyword(s):  
Second Language ◽  
Cross Cultural ◽  
Pragmatic Competence ◽  
Contributing Factors ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Chinese Learners ◽  
Completion Test ◽  
Request Strategies ◽  
Analyse Data

The speech act of requesting has attracted a lot of attention in recent research.  Previous studies reveal that conventionally indirect request strategies are commonly used by second language (L2) learners. This study is relevant because the findings would improve the requests strategies and its responses between Chinese EFL learners and foreigners. The study also examines the role of cross-cultural pragmatic competence in Chinese students in learning English as a Foreign Language (EFL) by considering the appropriateness of requests. It aims to find out the effects of knowledge of L1 culture on L2 pragmatic competence and how requests and its responses would contribute to pragmatic failure. The researcher used both quantitative and qualitative approach to analyse data. The data were collected through a discourse completion test (DCT) from 72 undergraduates and postgraduate students. The modified DCT was composed of two parts. The first was mainly concerned with the demographic information of the participants and second was composed of 12 simulated situations eliciting the appropriateness of requests in various communication settings.  The findings of present study revealed that Chinese learners do not differ markedly from native speakers in their use of strategies, but do differ significantly in the formulaic expressions they employ for making the requests. Unclear request strategies and responses were identified as contributing factors to pragmatic failures. However, the study recommended that instructors should engage learners of English as a second language in a lot of appropriate request strategies to build learners’ competence and ability to understand situations in different environments.

Sign in / Sign up

Export Citation Format

Share Document