A CROSS-CULTURAL AND INTERLANGUAGE STUDY OF REQUESTS IN THE KAZAKH AND ENGLISH LANGUAGES

Yerkebulan Zhumatayev

doi:10.52013/2713-3087-39-1-2

Abstract

This paper provides some (more) insights into cross-cultural variation in speech act realization by analyzing English, Kazakh, Chinese and other languages requests. It aims to shows that the relationship between indirectness and politeness is interpreted differently across cultures.

Highlights

This paper provides some insights into cross-cultural variation in speech act realization by analyzing English, Kazakh, Chinese and other languages requests
As Maria Economidou-Kogetsidis (Maria Economidou-Kogetsidis, 2013) investigates since the first extensive and systematic use of the written discourse completion test ( Written Discourse Completion Task (WDCT)) in the Cross- Cultural speech act realization projects (CCSARP) (Blum-Kulka, 1982; Blum-Kulka et al, 1989a), the DCT has been used to gather and compare data in the majority of empirical studies in pragmatics research (e.g. Blum- Kulka and Olshtain, 1984, 1986; Fearch and Kasper, 1989; Van Mulken, 1996; Lee, 2005; Woodfield, 2006; Bataineh and Bataineh, 2006; Dalmau and Gotor, 2007; Economidou-Kogetsidis, 2008, 2009; Woodfield and Economidou-Kogetsidis, 2010, to mention but a few). This has been primarily because of the administrative advantages of DCTs which enable researchers to collect a large amount of data while controlling the social/situational variables involved in each situation tested
- It was found that the naturally occurring requests included less syntactic modification than the WDCT requests. - While in natural data there was a statistical preference for hearer perspective, within the WDCT data there was a preference for speaker perspective

Summary

Introduction

This paper provides some (more) insights into cross-cultural variation in speech act realization by analyzing English, Kazakh, Chinese and other languages requests. If we want to examine the role of gratitude by native and non-native speakers of English, the best way is using WDCTs, oral DCTs, oral role-plays and naturally occurring examples.

Objectives

Results

Conclusion