Politeness and pragmatic transfer in L2 pronominal address usage

This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.

Exploring Pragmatic Transfers in Ayoade Okedokun’s Mopelola: The Tale of a Beauty Goddess: A Sociolinguistic Perspective

This research work investigates pragmatic transfers in Okedokun’s Mopelola: The Tale of a Beauty Goddess. It aims at identifying, analyzing and interpreting pragmatic features through which specific meanings are conveyed in the selected play. In the attempt to reach this goal, the data are randomly collected from the whole play on the basis of a quantitative method. Then, the statistical results are qualitatively discussed and interpreted in terms of their frequency distribution. The findings show a predominance of pragmatic transfer of loan words representing 33.33% followed by proverbs 32.14% and loan-blends 16.16%. Transfers of greetings, insults and apology are low as they represent respectively 3.57%, 3.57%, and 2.38% whereas other transfers such as request, gratitude, offer, blaming/reproaching and advice are almost nonexistent. The high proportions of loan words as well as proverbs suggest the author’s determination to value Yoruba culture and tradition. The almost important proportion of loan-blends constitutes a strategy for the author to attract readers’ attention on the various authentic Yoruba expressions. The presence of transfer in greetings stresses the peculiarity of Yoruba culture characterized by the expression of profound respect to elderly people. On the other hand, the presence of insults indicates that though Yoruba culture is characterized by the expression of profound respect, some Yoruba people, as the black sheep, do develop arrogance in contradiction to their culture.

Female university teachers’ realizations of the speech act of refusal

The current study investigates how university teachers decline students’ requests and examines the teachers’ refusal strategies from cross-cultural and interlanguage perspectives. To this end, 60 female university teachers at a private Saudi university participated in 10 role-plays which involved them in declining several students’ requests. The participants consisted of three groups; 20 native speakers of American English (NSE), 20 native speakers of Saudi Arabic (NSA) and 20 native speakers of Saudi Arabic who completed the role-plays in English as non-native speakers of the language (NNSE). The role-plays were audio-recorded and transcribed. The data were coded using Beebe, Takahashi, and Uliss-Weltz’s (1990) refusal model and Trosborg’s (1995) model of internal modifiers. The results revealed the teachers’ general preference for the use of indirect over direct refusal strategies and the American teachers’ stronger tendency to use indirect and mitigating internal modifiers than Arab teachers. The results also showed that the cross-cultural differences between the American and the Arab teachers were limited and that there was no effect for negative pragmatic transfer for the NNSE. The results are interpreted in terms of relevant theoretical models and the existing literature.

Pragmatic Transfer in Advanced Saudi EFL Learners’ Refusals

The present study investigated pragmatic transfer in the refusals of advanced Saudi learners of English as a foreign language (SEFL) in terms of the frequency and content of the emantic formulas, and whether their refusals correspond more to those of Saudi native speakers of Arabic (NSA) or native speakers of English (NSE). A total of 45 female subjects participated in the study and were divided into three groups: advanced SEFL as the target group (n = 15), NSA as a baseline data group (n = 15), and NSE as a baseline data group (n = 15). The study employed a mixed-method data collection approach consisting of a Discourse Completion Test (DCT) and semi-structured interviews. The collected data were analyzed quantitatively and qualitatively using the chi-square test and descriptive statistics. The results of the study revealed that pragmatic transfer was evident in the refusals of the SEFL group in both the frequency and content of semantic formulas. Moreover, the SEFL group’s realization of the speech act of refusal corresponded more to the NSA group than the NSE group. The analysis revealed that the SEFL group’s use of the direct refusal strategies, indirect refusal strategies, and adjuncts to refusals either resembled or approximated the NSA group’s use of the strategies to refuse all of the four stimulus types: requests, invitations, offers, and suggestions. Both the SEFL and NSA groups used the direct refusal strategies in a similar pattern; they used the direct strategies significantly less with interlocutors of a lower and higher social status, and significantly more with interlocutors of an equal social status. Furthermore, the content of the semantic formulas used by the SEFL group corresponded more to the content of the semantic formulas used by the NSA group in terms of the degree of specificity and the choice of the type of specific excuses. The SEFL group significantly approximated the NSA group’s use of both specific and unspecific excuses; they used three categories of specific excuses in a similar frequency: family, health, and personal preferences or needs.

Pragmatic Transfer in Advanced Saudi EFL Learners’ Refusals

The present study investigated pragmatic transfer in the refusals of advanced Saudi learners of English as a foreign language (SEFL) in terms of the frequency and content of the emantic formulas, and whether their refusals correspond more to those of Saudi native speakers of Arabic (NSA) or native speakers of English (NSE). A total of 45 female subjects participated in the study and were divided into three groups: advanced SEFL as the target group (n = 15), NSA as a baseline data group (n = 15), and NSE as a baseline data group (n = 15). The study employed a mixed-method data collection approach consisting of a Discourse Completion Test (DCT) and semi-structured interviews. The collected data were analyzed quantitatively and qualitatively using the chi-square test and descriptive statistics. The results of the study revealed that pragmatic transfer was evident in the refusals of the SEFL group in both the frequency and content of semantic formulas. Moreover, the SEFL group’s realization of the speech act of refusal corresponded more to the NSA group than the NSE group. The analysis revealed that the SEFL group’s use of the direct refusal strategies, indirect refusal strategies, and adjuncts to refusals either resembled or approximated the NSA group’s use of the strategies to refuse all of the four stimulus types: requests, invitations, offers, and suggestions. Both the SEFL and NSA groups used the direct refusal strategies in a similar pattern; they used the direct strategies significantly less with interlocutors of a lower and higher social status, and significantly more with interlocutors of an equal social status. Furthermore, the content of the semantic formulas used by the SEFL group corresponded more to the content of the semantic formulas used by the NSA group in terms of the degree of specificity and the choice of the type of specific excuses. The SEFL group significantly approximated the NSA group’s use of both specific and unspecific excuses; they used three categories of specific excuses in a similar frequency: family, health, and personal preferences or needs.

Pragmatic Transfer in the Speech Act of Compliment among Chinese EFL Learners

This article reviews the notions of transfer and its subcategories of positive transfer as well as negative transfer. This article also considers the research on pragmatic transfer in the speech act of compliment in first language as well as second and foreign language contexts. In addition, it further explores three research questions concerning pragmatic transfer in compliment among Chinese EFL (English as a foreign language) learners.

Pragma-linguistic and Socio-pragmatic Transfer among Iraqi Female EFL Learners in Refusing Marriage Proposals

In the framework of this study, the phenomenon of transfer is probed pragma-linguistically and socio-linguistically concerning marriage situations among Iraqi EFL learners. The study also strives to look at the refusal strategies most commonly employed by Iraqi female English as a foreign Language (EFL) learners compared to their counterparts, American native speakers of English. The study involved 70 female participants who answered a Discourse Completion Task (DCT), which contained ten marriage proposals to be refused. Each situation entailed refusal of a person from a higher, an equal, and lower status. The researchers adapted Beebe, Takahashi, and Uliss Weltz’s (1990) taxonomy of refusal for analyzing the data comprehensively. The study’s findings indicated that Iraqi female EFL learners followed similar patterns of refusing marriage situations to American speakers. The most prevalent strategies used by the two groups were “reasons/ excuses and explanations,” followed by “statements of regrets,” and then “non-performative statements” with slight variation in frequency. However, the Iraqi learners’ native language and culture affected how they formulated their refusal; hence they manifested pragma-linguistic and socio-pragmatic transfer in particular areas. The areas of pragma-linguistic transfer included the literal translation of words, expressions, and structures into their refusal in English. As for the socio-pragmatic areas, the transfer occurred in certain Arabic culture features like elaboration, exaggeration, repetition, endearing terms, and many others in expressing the target language, English.

A Pragmatic Study of Congratulation Strategies of Pakistani ESL Learners and British English Speakers

People usually express their feelings and emotions positively to others when they have happy occasions. However, the ways of expressing congratulation may vary because the expressive speech act “congratulations” is not the only way to express happiness and share others their happy news. The present study investigates the congratulation strategies of Pakistani ESL learners and British English speakers under the influence of social distance variable. For this purpose, 120 participants were recruited, and who were further divided into four different groups: 30 British English speakers, 30 Pakistani ESL learners in the elite class, 30 Pakistani ESL learners of the middle class, and 30 Pakistani ESL learners in the lower class. For data collection, a Discourse completion test (DCT) was used as a tool. The findings reveal that the most frequently used types of congratulation strategy are IFID followed by overlapped strategies (a combination of two), an offer of a good wish, expression of happiness, request for information, encouragement, expression of surprise, and suggestion of celebration, while other types of strategies are not used by the participants. The study reveals the existence of positive and negative pragmatic transfer in the use of congratulations by Pakistani ESL learners. The findings further show how the middle and lower class of Pakistani ESL learners use a more elaborated form of CRs as compared to Pakistani ESL learners of elite and British English speakers. The findings may help in understanding the pragmalinguistic and sociopragmatic aspects of Pakistani ESL learners as compared to British English speakers.

Pragma-linguistic and Socio-pragmatic Transfer among Iraqi Female EFL Learners in Refusing Marriage Proposals

In the framework of this study, the phenomenon of transfer is probed pragma-linguistically and socio-linguistically concerning marriage situations among Iraqi EFL learners. The study also strives to look at the refusal strategies most commonly employed by Iraqi female English as a foreign Language (EFL) learners compared to their counterparts, American native speakers of English. The study involved 70 female participants who answered a Discourse Completion Task (DCT), which contained ten marriage proposals to be refused. Each situation entailed refusal of a person from a higher, an equal, and lower status. The researchers adapted Beebe, Takahashi, and Uliss Weltz’s (1990) taxonomy of refusal for analyzing the data comprehensively. The study’s findings indicated that Iraqi female EFL learners followed similar patterns of refusing marriage situations to American speakers. The most prevalent strategies used by the two groups were “reasons/ excuses and explanations,” followed by “statements of regrets,” and then “non-performative statements” with slight variation in frequency. However, the Iraqi learners’ native language and culture affected how they formulated their refusal; hence they manifested pragma-linguistic and socio-pragmatic transfer in particular areas. The areas of pragma-linguistic transfer included the literal translation of words, expressions, and structures into their refusal in English. As for the socio-pragmatic areas, the transfer occurred in certain Arabic culture features like elaboration, exaggeration, repetition, endearing terms, and many others in expressing the target language, English.

Promising Speech Act by the Tenth Year Students of SMAN STAR I Tahunan Jepara

The purpose of this study is to analyze pragmatic study that focuses on promising speech act delivered by Tenth Year Students of SMAN STAR 1 Tahunan Jepara. This study concentrates on analyzing the promising speech act actualized by the students, the factors that influence the students in actualizing promising speech act, how the factors influence students to deliver a promise and what dominant strategy used by the students. This research is qualitative descriptive research and the source data is document. There are two methods used to collect the data; Role play and DCT (Discourse Completion Tasks) methods. The types in analyzing the data are transcribing, coding, classifying and interpreting. The subjects of the research are 22 Tenth Year Students of SMAN STAR 1 Tahunan Jepara at sixth and eighth semester. There are 528 utterances of promising speech act that actualized by the students from the Role play and DCT data elicited. Based on the analysis, the study reveals some strategies used by the students; future action, promise-to-act and predictive assertion strategy to actualize the promise. The probable factors that influence students in actualizing the promise are distance, dominance and imposition. However, those factors (distance, dominance and imposition) are not fundamental factors that impose the students in actualizing the promise. The different combination of social parameters in some situation or circumstances delivers different strategy for students to deliver promising speech act. The different combination of the three factors in situation given, interference of students’ native language, and pragmatic transfer in the language learning process also affects students to actualize a promise strategy. The result of this study shows that the future action strategy is the dominant strategy used by the students.