THE ANALYSIS OF COMPLIMENT STRATEGIES IN A MOVIE ENTITLED THE SPECTACULAR NOW

<p>This research focuses on what kind of compliment and compliment responses in a movie entitled <em>The Spectacular Now</em>. This paper tries to find out the types of compliment’s topics, to reveal the functions of each type of compliment’s topics and to figure out the types of compliment responses employed by the characters in the movie entitled <em>The Spectacular Now</em>. This research is descriptive qualitative research. This research uses a pragmatic approach. The technique used is purposive sampling, meaning that the researcher took all of dialogues containing giving and responding compliments as data. The results show that first the most common topic of compliment used by the characters is the ability topic. Following the Wolfson’s theory, there are five functions found in the movie. They are to express admiration or approval, to maintain rapport, to modify sarcasm, to encourage, and to give positive evaluation for someone. Furthermore, there are eight compliment responses found in the movie based on Herbert’s classification. They are appreciation token, no-acknowledgement, comment acceptance, question, scale down, disagreement, request, and return. Based on the analysis, the most widely used is appreciation token with verbal acceptance.</p>

“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED

Complimenting is a typical speaking act and the method in which it is responded to can vary based on the culture of the speakers as well as the influence of other circumstances. The purpose of this study was to provide a more in-depth knowledge of compliment response research based on how it is used by university students learning EFL in everyday life. Furthermore, this study also aims at finding out if exposure to another culture affects university students learning English as a second language while responding to compliments. The data were garnered using data elicitation method by complimenting the participants’ look, possession, character, or aptitude. The finding found that the participants used ten types of responses; listed from the most frequently used type of compliment responses to the least used type of compliment responses: Comment Acceptance (8), Appreciation Token (2), Comment History (2), Question (2), Praise Upgrade (1), Reassignment (1), Return (1), Scale Down (1), Disagreement (1), and Qualification (1). According to the data, the majority of students in an international English literature class at Brawijaya University are likely to accept the compliments. Students tend to take compliments by thanking them and then making related comments. English-speaking countries consider a simple "thank you" to be an adequate response to a praise. This present study also confirms that short term encounterance with foreign culture exposure slightly affect EFL learners’ way of responding to compliments. This shows that the students learn the English language culture in terms of compliment.

Compliments and compliment responses in Egyptian and Saudi Arabic

The current study reports on a variational pragmatic comparison of compliments and compliment responses between Egyptian and Saudi Arabic. Data were collected by using Discourse Completion Tasks from 443 Egyptian and 428 Saudi undergraduates, and were analyzed using adaptations of Yuan’s (2002) and Herbert’s (1986) models. The results reveal significant differences in politeness management between Egyptian and Saudi youth, particularly with Egyptians producing more explicit compliment strategies and Saudis showing stronger preference for implicit compliment strategies and combination patterns. Less difference is noted in compliment responses with only Egyptians exhibiting higher use of additional strategies. The findings are interpreted in light of politeness theory and the interplay between cultural values and linguistic behavior.

Compliment responses in Hong Kong: an application of Leech’s pragmatics of politeness

This paper focusses on compliment responses in the context of group undergraduate student projects, in a university in Hong Kong. It applies Geoffrey Leech’s model of politeness. Although less well known than some other politeness models, it has proved relatively popular in studies of compliment responses, which are often said to involve a clash between the Maxim of Agreement (achieved by agreeing with the complimenter) and the Maxim of Modesty (achieved by mitigating the compliment, thereby disagreeing with the complimenter). This study deploys Leech’s most recent work on politeness in the study of compliment responses. Using an innovative variant of the discourse completion task adapted to WhatsApp to collect text messages and metapragmatic comments from undergraduate students in Hong Kong on their messages, it reveals that acceptance strategies are overwhelmingly the most frequent type. This finding adds to the small body of work on compliment responses in Hong Kong cultures, and, more generally, to cross-cultural pragmatics studies on compliment responses. However, the interpretation of this result needs to attend to the detail. The key specific acceptance strategy in our data is the expression of gratitude, and this, we argue, is best accounted for through the Maxim of Obligation, a maxim proposed in Leech’s more recent work.

An Analysis on Compliment Responses in English among Javanese People

The study aims at exploring the differences of compliment responses in English among Indonesian males and females. The study consists of 20 English learners in University State of Yogyakarta. The participants are expected to respond five scenarios in a modified Discourse Completion Test (DCT). The participants’ responses are submitted to SPSS and Paired Samples T-Test is applied. It reveals that each scenario has different responses but it doesn’t have significant difference among male and female participants in responding the compliments. Both male and female participants tend to agree the compliment using appreciation token.

Development of pragmatic competence among L2 learners

Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.

Native Speaker’s Perception Of The Naturalness In The Japanese Speech Act Response Of Compliment Among Japanese Learners In Indonesia

Responding to compliment sometimes puts the speech partner in a dilemma. Receiving a compliment can cause a chance of a self-compliment impression. If you refuse a compliment, it will give the impression of not appreciating the reasonable judgment of the speech partner (complimenter). This dilemma will be more complicated for foreign language learners, including those who have linguistic skills at an advanced level. This article contains how native speakers provide an assessment for the compliment responses of speeches to Japanese learners, especially in Central Java and D.I.Yogyakarta. Fifty-three respondents were Japanese learners, and five were native Japanese speakers as judges to assess the naturalness of the respondents' compliment speech responses. Among 424 responses of Japanese learners' compliment speech, 55 per cent of the respondents' speech was considered unnatural. It indicates that there has been a socio-pragmatic failure and a pragma-linguistic failure. Socio-pragmatic failure can be seen in the "lack of competence" to consider extra-linguistic factors, such as the failure to consider whom the partners are speaking, the failure to understand the horizontal distance and vertical distance speech partners. The use of speech levels that are not under the conversation context is quite visible in the data.

Compliment Responses: Notes on the Co-operation of Multiple Constraints

Giving a compliment involves offering a positive assessment of an attribute, action, or accomplishment for which the recipient is seen to be responsible. In responding to compliments, recipients are subject to multiple, conflicting constraints. Recipients may accept the compliment as a “gift” with a “thank you” and/or they may agree or disagree with the assessment. Quite regularly recipients do not simply accept compliments. Yet either agreeing or disagreeing with a prior compliment poses problems: If recipients agree, they are praising themselves, which is a sanctionable action. If recipients disagree, they fail to acknowledge the compliment as a gift and engender a disagreement sequence. Responses to compliments illustrate the complexities inherent in this sequential environment. The conflicting constraints and complexities as well as the various ways of responding to compliments are analyzed.