Vaguely Speaking in Persian

Parvaresh, Vahid; Tayebi, Tahmineh

doi:10.1080/0163853x.2013.874545

Cited by 22 publications

(7 citation statements)

References 32 publications

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“…All the examples which are reported in this study are natural speech events which can be claimed to be characteristic of everyday interactions in modern Persian (cf. Parvaresh and Tayebi 2014;Tayebi and Parvaresh 2014).…”

Section: Methodology and Datamentioning

confidence: 99%

Heterogeneous distribution of cultural conceptualizations and (im)politeness evaluations

Tayebi

2020

IJoLC

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Abstract The argumentative and variable nature of (im)politeness evaluations and perceptions has long been discussed by scholars working in the field. The variability found in the perception of (im)politeness norms is arguably one of the most important and fundamental components of (im)politeness research. By using a three-stage analysis and drawing on several authentic examples from Persian, the present study uses the notion of ‘heterogeneous distribution of cultural conceptualizations’ to account for instances where differences arise in the conceptualization of (im)politeness in Persian interactions. It will be argued that evaluations of (im)polite behavior vary according to people’s level of internalization of the cultural conceptualizations. Furthermore, this study will also address some of the most significant social and cultural factors that cause variability in people’s evaluations of what is impolite and why it is so.

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Section: Methodology and Datamentioning

confidence: 99%

Heterogeneous distribution of cultural conceptualizations and (im)politeness evaluations

Tayebi

2020

IJoLC

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“…Parvaresh and Tayebi (2014) explore vague language structure and pragmatic use in Persian, revealing some vague expressions unique to the language: 'rhyming words', 'replacing expressions', and 'affective completers'. A classificatory model features cooperative functions (enough information provided, speaker's own stance oriented or social engagement oriented) and non-cooperative functions (not enough information provided).…”

Section: Vague Language In Different Settingsmentioning

confidence: 99%

Communicating through Vague Language

Sabet

Zhang

2015

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“…As noted above, that natural language use is frequently vague has repeatedly been established by researchers (see Channell 1994;Cheng and Warren 2001;Cutting 2007Cutting , 2012Fern ‡ndez 2015;Fern ‡ndez and Yuldashev 2011;Janney 2002;Parvaresh and Tayebi 2014;Pan and Felser 2011;Peires 1997;Powell 1985;Ruzait• 2007;Zhang 2011Zhang , 2013. In the same way, it has been argued that while speakers have the ability to make their language less vague, it would be impossible for them to make it perfectly precise (Williamson 1994).…”

Section: Some Notes On Vlmentioning

confidence: 99%

The impact of task structure on the use of vague expressions by EFL learners

Parvaresh

Ahmadian

2016

The Language Learning Journal

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Vague language (e.g. thing, somewhere) is one of the linguistic features which typically differentiate the language use of a native or near-native speaker from that of a language learner since native speakers typically make abundant use of vague expressions. Thus far, however, there has been no published research on how features of pedagogic tasks might encourage L2 learnersÕ production of vague expressions. The present study sets out to examine whether and how task structure affects the number and type of vague expressions used by a group of higher-intermediate EFL learners. The participants were 50 Iranian EFL learners from six intact classes, all native speakers of Persian with limited opportunity to communicate with native speakers of English, and no experience in English-speaking countries. To elicit data, two picture description tasks were used. These picture-stories possessed the defining characteristics of structured and unstructured narrative tasks, respectively. Results revealed that (a) unstructured tasks were associated with the production of significantly more vague expressions; and (b) the most notable differences between performances on the two task types concerned Ôvague nounsÕ, Ôvague quantifiersÕ, Ôvague deintensifiersÕ and Ôvague subjectivisersÕ. The results of the study have implications for both teachers and teacher educators in that they may help identify the kinds of tasks which induce language learners to use vague expressions more frequently.

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Vaguely Speaking in Persian

Cited by 22 publications

References 32 publications

Heterogeneous distribution of cultural conceptualizations and (im)politeness evaluations

Heterogeneous distribution of cultural conceptualizations and (im)politeness evaluations

Communicating through Vague Language

The impact of task structure on the use of vague expressions by EFL learners

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