Intercultural pragmatics in the speech of American L2 learners of Russian: Apologies offered by Americans in Russian

Shardakova, Maria

doi:10.1515/iprg.2005.2.4.423

Cited by 66 publications

(53 citation statements)

References 17 publications

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“…The current literature has focused on researching the speech act of apology in different cultural contexts as well as non-native speakers' pragmatic competence of making apologies in a target language (Al-Zumor, 2011;Bataineh & Bataineh, 2008;Bergman & Kasper, 1993;Cheng, 2011;Cohen & Shively, 2007;Garcı´a, 1989;House, 1988;Linnell, 1992;Kondo, 1997;Olshtain, 1983;Sabate & Curell, 2007;Shardakova, 2005;Sugimoto, 1997;Trosborg, 1987;Xiang, 2004). However, there have been few studies on responses to apologies, and differences in apology responses by speakers from different cultures have been overlooked as well.…”

Section: Introductionmentioning

confidence: 99%

“Apology Accepted”: A Cross-Cultural Study of Responses to Apologies by Native Speakers of English and Chinese

Wu¹,

Wei²

2016

IJEL

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This study focuses on the strategies of responding to apologies from a cross-cultural perspective. It analyzes and compares apology response (AR) strategies adopted by three groups of English native speakers (ENS), Chinese native speakers (ENS) and Chinese EFL learners for potential cross-cultural differences. Results indicate that all three groups most favor the strategy of Indirect Acceptance to show politeness when responding to apologies. Given contextual factors such as social power, social distance and severity of offence, the three groups display different patterns of AR strategies. Chinese EFL learners' AR strategies are similar to those of Chinese native speakers, indicating the influence of native culture on their pragmatic competence.

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Section: Introductionmentioning

confidence: 99%

“Apology Accepted”: A Cross-Cultural Study of Responses to Apologies by Native Speakers of English and Chinese

Wu¹,

Wei²

2016

IJEL

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“…Among these aspects, the most researched fields are speech acts, and particularly requests (Alcón, 2014;Barron, 2003;Bataller, 2010;Bella, 2012;Schauer, 2006;Taguchi, 2013b) and apologies (Cohen & Olshtain, 1993;Shardakova, 2005). Other speech acts that have been observed to develop during SA are refusals (Barron, 2003;Bella, 2011;Félix-Brasdefer, 2004 suggestions (Koike, 1996), offers (Barron, 2003), opinions (Taguchi, 2013b) and complaints (Trosborg, 1995).…”

Section: Study Abroad Programs As a Context For Learning Pragmaticsmentioning

confidence: 99%

“…Moreover, longitudinal investigations have pointed out that increased exposure to the TL environment has an overall positive effect on pragmatic acquisition, although length of stay alone is not enough to explain pragmatic development. For example, Schauer (2006) A number of studies have compared the influence of length of stay together with additional variables, finding that length of stay has a smaller impact on pragmatic development compared to other factors (Alcón, 2014;Bardovi-Harlig & Bastos, 2011;Shardakova, 2005;Xu, Case & Wang, 2009). Alcón (2014), for instance, analysed the effect of teachability and length of residence in the TL setting on students' (60 Spanish ESL learners in the UK for one year) ability to mitigate requests in communication with their teachers through emails.…”

Section: Length Of Staymentioning

confidence: 99%

Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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“…Characteristics of apology have been shown to be influenced by various factors, including the severity of the offence (e.g., Grieve, 2010;Wouk, 2005), the interlocutor relationship (e.g. Mulamba, 2009;Shardakova, 2005), and gender (e.g., Holmes, 1989;Hobbs, 2003). Performances and perceptions of apology have been extensively studied in the first language (L1) communication of native speakers of a range of varieties of English (NSEs), both adults (Grieve, 2010;Mulamba, 2009;Kim, 2008;Kasanga & Lwanga-Lumu, 2007; Sabate i Dalmau & Curelli i Gotor, 2007;Ancarno, 2005;Bharuthram, 2003;Hobbs, 2003;Nakano, Miyasaka & Yamazaki, 2000;Linnell, Porter, Stone, & Chen, 1992;Sugimoto, 1997;Olshtain, 1989) and children (Ely & Gleason, 2006;Kampf & Blum-Kulka, 2007).…”

Section: Cross-linguistic Apologies By Text Message Apologymentioning

confidence: 99%

“…There have been a number of studies of various L1 -L2 (and Dialect 1 -Dialect 2) pairings, for example English-French (Cohen & Shively, 2007); English-Spanish (Cohen & Shively, 2007;Shively & Cohen, 2008); English-Russian (Shardakova, 2005); German-French (Warga & Scholmberger, 2007); Austrian German-German German (Clyne, Fernandez, &Muhr, 2003); Swedish-German (Bohnke, 2001). However, the largest number of cross-cultural apology studies have compared apologies by native speakers of English (NSEs) with those bynonnative speakers of English (NNSEs).…”

Section: Cross-linguistic Apologiesmentioning

confidence: 99%

English and Malay Text Messages and What They Say about Texts and Cultures

Marzuki¹,

Walter²

2013

OJML

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This study of the pragmatics of cross-cultural text messages throws light on the evolution of new hybrid forms of literacy and on the complex ways that culture is expressed and mediated in second language/ second culture contexts. An investigation was carried out into the pragmatics of apology in first-language (L1) and second-language (L2) short messaging service text messages of adult Malay speakers who are proficient users of English, living and studying in an English-speaking university environment; and into L1 English users' text apologies in the same context. Research questions included whether these proficient L2 English users would perform differently from L1 English users in this high-stakes speech act, and from their own L1 Malay use; and whether apologies in what has been called a hybrid medium would differ from those previously studied in writing, in speech and in other electronic media. Twenty-six native speakers of English and 26 native speakers of Malay responded via text messages to discourse completion tests (DCTs) in L1; the DCTs represented either high or low levels of offence calling for apologies. The Malay native speakers also responded to apology situations in L2 English. Data were coded using an adapted version of Cohen and Olshtain's (1981) coding scheme. Analysis of the messages sent by participants revealed clear signs of a hybrid type of text that is differently conceptualised by the two communities. It also showed that the Malay users' second language literacy was shaped in a complex way that sometimes accommodated the second language/second culture and sometimes retained first language/first culture values.

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Intercultural pragmatics in the speech of American L2 learners of Russian: Apologies offered by Americans in Russian

Cited by 66 publications

References 17 publications

“Apology Accepted”: A Cross-Cultural Study of Responses to Apologies by Native Speakers of English and Chinese

“Apology Accepted”: A Cross-Cultural Study of Responses to Apologies by Native Speakers of English and Chinese

Acculturation and acquisition of pragmatic routines in the study abroad context

English and Malay Text Messages and What They Say about Texts and Cultures

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