On the Applicability of Cultural Scripts in Teaching L2 Compliments

Karimnia, Amin; Afghari, Akbar

doi:10.5539/elt.v3n3p71

Cited by 12 publications

(4 citation statements)

References 25 publications

(13 reference statements)

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“…Generally speaking, speech act studies in the literature have been tabulated under two categories: First group of studies conducted by Al-kahtani (2005); Cheng (2009); Karimnia & Afghari (2010) and Sharifian, (2005) dealt with the native speakers while Ahmadian & Vahid Dastjerdi (2010); Al-Eryani (2007); Bryant Smith (2009); Parvaresh & Eslami Rasekh (2009); Wannaruk (2008) and Wolfson (1981) studied with non-native speakers in comparison to their preferences with native speakers. A great deal of studies has been carried out regarding different types of speech acts by means of WDCT.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the Use of Speech Act of Suggestions of Turkish ELT Students

Şenel

2021

ijeltal

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This paper outlines an attempt to research the speech act of suggestion of ELT students majoring at a state university in Turkey. A written discourse completion task (WDCT) and a semi-structured interview were used to collect data. The WDCT was developed by the researcher, and the responses of the participants were analyzed based on Martinez-Flor’s speech act of suggestion criteria. Regarding the participants' answers, it can be said that most of the participants used more conventionalized forms rather than the other forms. The data revealed that ‘direct strategies’ were the least used ones, but ‘hints’ were never used. Moreover, gender and high school differences did not play a prominent role in the production of suggestion strategies. It is believed that the findings of this study will enlighten our knowledge to understand some Turkish EFL/ELT university students’ production and perception of the speech act of suggestion because most of the studies in the Turkish context were about either refusal or complaining strategies; therefore, this study is believed to fill in this gap in this area. Correspondingly, this present study will also pave the ground to reconsider some critical points regarding the gap in the literature.

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Section: Literature Reviewmentioning

confidence: 99%

Investigating the Use of Speech Act of Suggestions of Turkish ELT Students

Şenel

2021

ijeltal

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“…Even proficient speakers of a language may not be able to produce socially and culturally appropriate utterances because of their limited pragmatic competence (Karimnia & Afghari, 2010). The significance of making an appropriate decision about what to utter to a particular person while being in a particular situation is undeniable for communication and negotiation; the reason for this is that there are some culturally-varied 'norms' -interaction and interpretation constraints based on mutual knowledge (Hymes, 1972) embodying expectations about who is allowed to say what, to whom, and also when (Fasold & Connor-Linton, 2014).…”

Section: Introductionmentioning

confidence: 99%

Politeness Strategies in a Speech by Jordan B. Peterson about "How to be Articulate"

Pirdehghan

2024

j.lang.lit.

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Politeness is a concept in the area of pragmatics and conversational analysis in which the speaker considers several factors to be polite, including their relationship with the hearer, their age, the power they have over the hearer, the importance of their utterances, etc. Speeches from prominent figures provide rich sources of analysis on politeness, a vital concept in everyday communication. This study examines different realizations of politeness strategies. The researcher used Brown and Levinson's model (1987), categorizing the strategies into four main realizations (Bald on-record, positive politeness, negative politeness, and off-record). The data source has been a 15-minute video clip from Jordan B. Peterson – a prominent Canadian psychologist and author – about being articulate, for which a qualitative method was used. During the data analysis, first, the author watched the video clip to get the gist, then wrote its transcription to look for the types of strategies used by the speaker. The transcription was then re-evaluated by two teachers in the field of English as a foreign language (EFL)to assure its inter-rater reliability. The results showed that the speaker employed the four types of politeness strategies during the speech, among which negative and positive politeness, together with their realizations – 'do not presume/assume' and 'raise/assert common ground were the most dominant. Further research on known figures, in different contexts and with larger data is imperative to ameliorate the pragmatics knowledge of both teachers and students and enhance their interactions.

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“…A good number of studies have so far attempted to clarify the structural and functional nature of the phenomenon 'complimenting' (Johnson & Roen, 1992;Iwai & Rinnert, 2002;Mojica, 2002;Huth, 2006;Karimnia & Afgari, 2010). Some of these studies which have focused on foreign language learning (e.g., Huth, 2006;Bu, 2010;Karimnia & Afgari, 2010) have documented that L2 learners often go their own way and display L1 dependent orientations. Despite a good number of studies around, it seems that they have not been able to reach consensus as to the nature of complimenting.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Complimenting in L1 vs. L2 Written Discourse: A Case Study of Iranian Students Writing Review Letters

Zarei¹

2011

TPLS

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The present study was carried out to compare and contrast complimenting as used in L1 (Farsi) and L2 (English) writings of Iranian students in a foreign language learning context. For the purpose, sixty five university senior students majoring in English and taking the specialized course called "essay writing" were selected for the study. First, they were instructed how to write review letters on their classmates' essays in both L1 and L2 and then their letters were analyzed on the basis of the framework provided by Johnson and Roen (1992), and Chafe and Danielwicz (1987). The results indicated that Iranian students (female and male) did not make significantly different uses of L1 and L2 complimenting in terms of form and strategies. Also, the gender of the addressees was not accommodated to by the addressors differently as regards the use of form and strategies of complimenting in L1 and L2. The results suggest that L1 and L2, if used under some formal class based conditions, tend to become maximally similar, showing no transfer of L1 potentiality into L2

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On the Applicability of Cultural Scripts in Teaching L2 Compliments

Cited by 12 publications

References 25 publications

Investigating the Use of Speech Act of Suggestions of Turkish ELT Students

Investigating the Use of Speech Act of Suggestions of Turkish ELT Students

Politeness Strategies in a Speech by Jordan B. Peterson about "How to be Articulate"

Analysis of Complimenting in L1 vs. L2 Written Discourse: A Case Study of Iranian Students Writing Review Letters

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