Offering in Ireland and England

Barron, Anne

doi:10.1515/9783110898934.141

Cited by 27 publications

(42 citation statements)

References 9 publications

(7 reference statements)

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“…Specifically, Barron (2005) found that IrE speakers favour reference to preparatory conditions for requests in comparison with English English speakers. Connington (2005) also found that IrE speakers prefer interrogative structures for requests, offers and instructions.…”

Section: According To O'keeffe and Adolphsmentioning

confidence: 95%

A Pragmatic Analysis of Requests in Irish English and Russian

McCarthy

2018

TEANGA

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This study focuses on contrastive pragmatics in the realization of the speech act of requests in Irish English and Russian in conversational and institutional settings. A quali-quantitative analysis was conducted to investigate how each language differs in realizing requests in each setting and to identify commonalities and differences between them. An original ten-question written discourse completion task (WDCT) was completed by 30 Irish English and 30 Russian native speakers, which generated data of 600 responses. Five units of analysis were coded, and descriptive statistics were used for comparison. Additionally, paradigms concerning politeness theories were used to explain marked differences between the request strategies of the test groups. Overall, the results indicated that Russian speakers make a clear distinction between conversational and institutional settings whereas Irish English speakers generally do not. In addition, high levels of social informality were evidenced by the Irish English speakers across settings while Russian speakers tended to enact identity in line with the context.

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Section: According To O'keeffe and Adolphsmentioning

confidence: 95%

A Pragmatic Analysis of Requests in Irish English and Russian

McCarthy

2018

TEANGA

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“…O'Keeffe, McCarthy and Carter (2007) and Barron (2005) have looked at this in greater detail through corpus-based analyses and discourse completion tasks, respectively. The following exchange from LCIE shows how this reoffering manifests and hence the use of will in its manifestation: (9) We see a directness about the offering and reoffering.…”

Section: Teaching Irish English?mentioning

confidence: 99%

“…The following exchange from LCIE shows how this reoffering manifests and hence the use of will in its manifestation: (9) We see a directness about the offering and reoffering. As O'Keeffe et al (2007) and Barron (2005) note, it is a cultural norm of politeness in Irish English to refuse a first offer. This poses a challenge for offers of food, etc.…”

Section: Teaching Irish English?mentioning

confidence: 99%

Teaching and Irish English

O’Keeffe¹

2011

English Today

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The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

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“…It should be noted, however, that the recent years have witnessed a rapid growth in the number of studies, within the framework of 'variational pragmatics' (Schneider & Barron (2008), on two or more varieties of English in the realization of speech acts such as offers (Barron, 2005), responses to thanks (Schneider, 2005), requests (Barron, 2008), expressions of gratitude (Jautz, 2008), etc. Nevertheless, a great deal of work still remains to be done on speech act patterns in Canadian English.…”

Section: Introductionmentioning

confidence: 99%

Face-Enhancing Strategies in Compliment Responses by Canadian University Students

Farenkia¹

2014

IJL

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This study examines strategies employed by students at Cape Breton University (Canada) in performing the speech act of responding to compliments in eight different situations. The data were collected by means of a Discourse Completion Task questionnaire. The findings suggest that the 25 participants exclusively use verbal responses and display a very strong preference for complex responses (e.g. thanking + commenting, shifting credit + offering) to boost the face of the compliment giver. Contrary to several studies that found appreciation tokens (e.g. 'thank you`) to be the most preferred responses in many English-speaking regions, the respondents in our study most commonly combine appreciation tokens with comments. Overall, the participants do not use negative compliment responses and they generally employ appreciation tokens in the construction of complex responses. The present study is a contribution to research on speech acts in Canadian English and it offers a basis for comparison with other regional varieties of English or other languages.

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Offering in Ireland and England

Cited by 27 publications

References 9 publications

A Pragmatic Analysis of Requests in Irish English and Russian

A Pragmatic Analysis of Requests in Irish English and Russian

Teaching and Irish English

Face-Enhancing Strategies in Compliment Responses by Canadian University Students

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