Misunderstanding between Israelis and Soviet immigrants: Linguistic and cultural factors

Gershenson, Olga

doi:10.1515/mult.2003.014

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…Helpful though this may be, teachers should not give the impression that strategies to complain are limited to these, but warn learners that there are not prototypical ones: factors like mood, identity or social relationships determine their selection, variation and possible combinations. Teachers should encourage them to take risks and use diverse formulae, with the caveat that they might be misunderstood and pragmatic failures might arise (Gershenson, 2003;Chen et al, 2011).…”

Section: Defining and Identifying Complaintsmentioning

confidence: 99%

Fostering EF/SL learners’ meta-pragmatic awareness of complaints and their interactive effects

Cruz

2015

Language Awareness

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This paper suggests a series of steps for teaching complaint behaviour in English. The production of complaints requires a meta-pragmatic awareness of their interactive value and functions, their different types and realisations, pragmalinguistic formulae frequently employed, or the sociopragmatic factors affecting them, among others, which many didactic materials do not address holistically.Integrating relevant findings about complaint behaviour from pragmatics and various neighbouring disciplines, these pedagogical steps combine distinct teaching approaches, include production tasks and guidelines for assessment. Moreover, these steps also comprise an account of some communicative effects of complaints from the cognitive framework of relevance theory with a view to fostering learners' meta-psychological awareness.

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Section: Defining and Identifying Complaintsmentioning

confidence: 99%

Fostering EF/SL learners’ meta-pragmatic awareness of complaints and their interactive effects

Cruz

2015

Language Awareness

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“…Moreover, in her cross-cultural study on English complaints produced by L1 Danish speakers and L1 English speakers, Trosborg (1995) found that the native English speakers often complained using hints, whereas the native Danish speakers favored direct strategies in their complaints. Lastly, Gershenson (2003) found that three cultural groups of Israelis, Russians, and Russian immigrants in Israel used a variety of different strategies (e.g., joke, irony, allusions, avoidance, directness, and positive politeness) when approaching similar complainable situations.…”

Section: Classification Of Complaintsmentioning

confidence: 99%

“…The majority of research conducted on interlanguage complaints has centered on the production of direct complaints by language learners (Arent, 1996;Gershenson, 2003;Gallaher, 2011;Kraft & Geluykens, 2002Murphy & Neu, 1996;Piotrowska, 1987;Tran, 2002;Trosborg, 1995). Within these empirical studies, researchers have credited the language learner's pragmatic failure or incompetence to a number of reasons.…”

Section: Studies On L2 Direct Complaintsmentioning

confidence: 99%

“…Based on the results of their studies, some researchers have attributed failure to produce appropriate direct complaints in the TL to the negative transfer of L1 complaint sociopragmatic or pragmalinguistic strategies (Arent, 1996;Gershenson, 2003;Tran, 2002). In her cross-cultural study, Gershenson (2003) Japanese, see Beebe & Takahashi, 1989;Tokano, 1997) but the TL culture favors direct complaint strategies, the learner will tend not to transfer the indirect complaint strategies into the TL. Based on such results, Tran argues that the learner is more likely to transfer L1 direct complaint strategies into the TL versus L1 indirect complaint strategies.…”

Section: Studies On L2 Direct Complaintsmentioning

confidence: 99%

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Complaints in L2 French

Shaeffer¹

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Assessment of Anger Terms in Hebrew: A Gender Comparison

Sarid

2014

The Journal of Psychology

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Appraisal of anger terms is based on past experience recollections, social norms, and gender roles. The objectives of this study were to find combinations of emotional components presented by a new composite variable that will exhibit differences between genders and differentiate between anger terms in Hebrew. The sample was comprised of forty students, Hebrew native speakers who participated in a web based study. Participants were asked to rate eight anger terms in Hebrew on a number of features that comprised five emotional components: subjective feelings states body reactions, expressions, action tendencies, and cognitive evaluations. A two-factor between-subjects multivariate analysis of variance (MANOVA) was conducted. A simplified multivariate composite, defined as subjective experience minus regulation, explained 10% of the gender difference. Another simplified composite, which combines the additive effect of the subjective experience and the actions that accompany this emotional state, explained 14% of difference between the anger terms. The findings are discussed with respect to appraisal theory and social constructivist conceptualization.

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Misunderstanding between Israelis and Soviet immigrants: Linguistic and cultural factors

Cited by 5 publications

References 10 publications

Fostering EF/SL learners’ meta-pragmatic awareness of complaints and their interactive effects

Fostering EF/SL learners’ meta-pragmatic awareness of complaints and their interactive effects

Complaints in L2 French

Assessment of Anger Terms in Hebrew: A Gender Comparison

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