Compliment responses among British and Spanish university students: a contrastive study

Lorenzo-Dus, Nuria

doi:10.1016/s0378-2166(99)00127-7

Cited by 144 publications

(73 citation statements)

References 21 publications

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“…The testing materials included an instrument to gauge pragmatic perception called a pragmatic acceptability judgment task (PAJT; Garcia, 2004) and a written discourse completion task (DCT; Beebe, Takahashi, & Uliss-Weltz, 1990;Liao & Bresnahan, 1996;Lorenzo-Dus, 2001). The pragmatic acceptability judgment task (PAJT) is a closed (i.e., multiple choice), instrument that gives participants the opportunity to identify pragmatically acceptable responses in 12 different dialogues (three for each of the targeted speech acts).…”

Section: Test Instrumentsmentioning

confidence: 99%

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Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Jernigan¹

2012

ELT

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Swain's Output Hypothesis proposes a facilitative effect for output on the acquisition of second language morphosyntax. In the context of classroom instruction, a number of studies and reviews suggest that explicit instruction in pragmatic elements promotes development. Other studies have offered less conclusive evidence of the effectiveness of various instructional options. The present classroom-based study examined the effectiveness of output-focused, video-based instruction for the development of second language intercultural pragmatic development among adult ESL learners representing different first language backgrounds in an intensive English program setting. The results suggest that the instructional treatment had a significant effect on a written pragmatic acceptability judgment task (PAJT). Results on a written discourse completion task (DCT) were mixed; no significant effects were identified, but a relatively large effect size was calculated for the output group.

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Section: Test Instrumentsmentioning

confidence: 99%

“…(Adapted from Beebe, et al, 1990;Liao & Bresnahan, 1996;Lorenzo-Dus, 2001) 1. You are the owner of a bookstore.…”

Section: Appendix 2 Sample Discourse Completion Task (Dct) Itemsmentioning

confidence: 99%

Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Jernigan¹

2012

ELT

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“…Thus, the speech acts of compliment (Cs) and responding to compliments (CRs) are not an exception. Literature on the act of complimenting (e.g., Wolfson 1981;Manes, 1983;Knapp, Hopper & Bell, 1984;Barnlund &Araki, 1985;Holmes & Brown, 1987;Nelson, Bakery & Al-Batal, 1993;Garcia, 2012;Placencia & Lower, 2013;Evazzade & Katal, 2012;Goetzinger, Park, Widdows, 2006;Zarei, 2011) and responding to compliments (Holmes, 1988a(Holmes, , 1988bPomerantz, 1978;Hebert 1991;Hertbert & Straight, 1989;Chen, 1993;Nelson, Al-Batal & Echols, 1996, Lorenzo-Dus, 2001and Farghal & Al-Khatib, 2001;Cheng, 2011;Sadeghi & Foutooh, 2012;Cai, 2012;Hauser, 2008;Chen & Yang, 2010) has supported Wolfson's statement. These studies have shed light on the linguistic forms, the sociolinguistic functions and the strategies of Cs and CRs.…”

Section: The Act Of Complimenting and Responding To Complimentsmentioning

confidence: 99%

“…In Nelson, Al-Batal & Echols' (1996) report, the term "mitigate" was used in replacement for deflecting, which in their study, becomes a subcategory under "mitigate"). However, on the one hand, the subcategories under these three broad categories are rather different in different studies (e.g., Daikuhara, 1986;1988;Herbert & Straight, 1989;Herbert, 1990;Chen, 1993;Nelson, Al-Batal & Echols, 1996;Farghal &Al-Khatib, 2001 andLorenzo-Dus, 2001). One example can be seen in the comparison of Chen's (1993) and Holmes's (1988a) theoretical framework as shown earlier in the present paper.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

Strategies Employed by the Vietnamese to Respond to Compliments and the Influence of Compliment Receivers’ Perception of the Compliment on Their Responses

Pham

2014

IJL

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This research explores the strategies employed by the Vietnamese to respond to compliments and the influence of compliment receivers' perception of the compliment on their responses. Three hundred and sixty compliment/compliment response sequences were obtained from 120 extended interviews with 126 participants (6 interviewers and 120 interviewees). The conversations were tape-recorded. The interviewees' interpretation of their compliment responses was also recorded. The results show the Vietnamese have a high tendency to reject compliments because they want to be perceived as modest people by the compliment giver. The analysis of the compliment/compliment response sequences and of the participants' interpretation of their responses indicates that responding to compliments in Vietnamese is a complex speech act. Besides three major strategies used in compliment responses (i.e., acceptance, rejection and deflection), there are cases where the two opposite strategies acceptance and rejection appear in the same response. This reflects the Vietnamese tension between modesty/self-denying and self-appreciation. In other words, different principles involved in replying to compliments interact both between responses and within responses. The act of responding to compliments in Vietnamese is also complicated in that the receiver of the compliment can use the same strategy to convey different meanings. For example, in deflecting compliments the compliment receiver tends to shift the praised credit to other people, luck, fate or God to acknowledge their contribution. However, compliment receivers International Journal of Linguistics ISSN 1948-5425 2014 www.macrothink.org/ijl 154 also tend to use this strategy to show themselves to the complimenter as modest and tactful people, especially when they know that their credit shift does not influence the way the complimenter perceives the praised attribute.

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“…This explains why many scholars describe Peninsular Spanish culture as a culture that leans towards proximity in communication (Hickey 1991(Hickey , 2005Haverkate 1994Haverkate , 2003Haverkate , 2004Bravo 1999;Márquez Reiter 2000;Lorenzo-Dus 2001;Ardila 2002;Piatti 2003;Hernández Flores 2004Albelda 2004;Contreras Fernández 2005;Bernal 2007;Barros García 2011;among others), since social acceptance is crucially dependent on one's ability to establish a network of familylike bonds (Fant 1992: 150). For this reason, communicative success in Spanish interactions relies more on establishing friendly relationships by confirming and boosting the interlocutors' face with Face-Enhancing Acts (FEAs) 1 than on avoiding/mitigating Face-Threatening Acts (FTAs) 2 (Barros García & Terkourafi 2014a, 2014b.…”

Section: Introductionmentioning

confidence: 99%

Face-enhancing compliments in informal conversations in Valencian Spanish

García

2018

Borealis

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ABSTRACT. This article presents the results of an analysis conducted on politeness in informal conversations in Peninsular Spanish, specifically on the use of compliments in casual Valencian Spanish with face-enhancing effects. Face-enhancing compliments typically have the primary function of constituting and reinforcing the face of the addressee. The compliments that were analyzed consisted of positive comments about the complimentees' belongings, people related to them, their actions, and their qualities. Most of these face-enhancing compliments were exchanged in situations defined by a high degree of communicative immediacy (Koch & Oesterreicher 1985) and conventionality. The settings where these compliments were produced, plus their discursive, structural and formal features, illustrate their formulaic nature. Among the most important of these features is the fact that there is a predominance of faceenhancing compliments formulated as declarative, copulative and exclamatory sentences. Most of these compliments contain a short repertoire of adjectives with a positive meaning, and are modified by intensifiers that help to reinforce and guarantee the faceenhancing effect of the speech act. They usually consist of isolated utterances occupying a second turn position in adjacency pairs. Lastly, their addressees rarely acknowledged these compliments explicitly.Keywords. Politeness; face-enhancing; compliments; Valencian Spanish; informal conversations RESUMEN. Este artículo presenta los resultados de un estudio sobre la cortesía en la conversación informal española; concretamente, sobre el uso de cumplidos valorizadores en el español valenciano coloquial. La función principal de un cumplido valorizador es constituir y reforzar la imagen de su destinatario. Los cumplidos aquí analizados consistieron en comentarios positivos sobre las posesiones del cumplimentado, sobre personas relacionadas con él, sus acciones y/o sus cualidades. La mayor parte de estos cumplidos fueron intercambiados en situaciones caracterizadas por un alto grado de inmediatez comunicativa (Koch y Oesterreicher 1985) y de ritualidad. Los escenarios en los que se emitieron dichos cumplidos, así como sus rasgos discursivos, estructurales y formales, ilustran la naturaleza formularia de los mismos. Entre estos rasgos destaca el hecho de que hay un predominio de cumplidos valorizadores formulados como oraciones declarativas, copulativas y exclamativas. La mayoría de estos cumplidos contiene un breve repertorio de adjetivos con significado positivo y están modificados por intensificadores que ayudan a reforzar y garantizar el efecto cortés valorizador del acto de habla. Estos cumplidos suelen consistir en enunciados aislados y ocupar el segundo turno de un par adyacente. Finalmente, los destinatarios de estos cumplidos rara vez los aceptan directamente.Palabras clave. Cortesía; valorización de la imagen; cumplidos; español de Valencia; conversaciones informales

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Compliment responses among British and Spanish university students: a contrastive study

Cited by 144 publications

References 21 publications

Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Output and English as a Second Language Pragmatic Development: The Effectiveness of Output-focused Video-based Instruction

Strategies Employed by the Vietnamese to Respond to Compliments and the Influence of Compliment Receivers’ Perception of the Compliment on Their Responses

Face-enhancing compliments in informal conversations in Valencian Spanish

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