Abstract
The present study aimed at investigating the effect of the social variable of education on the use of compliments and compliment responses in Persian. To this end, a Discourse Completion Task (DCT) was administered to 200 native Persian speakers from different educational backgrounds. In general, the results revealed that participants tended to use explicit unbound semantic formula as well as non-compliment strategies to give compliments the most. However, they used future reference, contrast, request, and 'other' strategies the least. Furthermore, they followed accept, reject, and evade trend when replying to compliments. Surprisingly, the most common subcategory of compliment response strategy used by participants was downgrade. Return and appreciation tokens were the second and third most frequently used strategies. However, they never used reassignment and topic shift to respond to compliments. In particular, the results suggested the effect of education on determining compliments and compliment responses patterns. While lower educated people preferred non-compliment strategies, higher educated people preferred explicit semantic formula strategies to give compliments the most. In replying to compliments, downgrade occurred most frequently across different educational levels except PhD/MD level. PhD/MD holders used appreciation token the most. The second most frequently used compliment response strategy by all educational levels was return. However, despite minor differences, no marked difference was found among educational levels regarding the least frequent compliments and compliment responses. The findings can provide valuable insight into the cultural and socio-cultural factors affecting the way people compliment, perceive the compliments, and respond to the compliments made on them.Keywords: Pragmatic competence, Speech acts, Compliments, Compliment responses, Educational background
Highlights
Pragmatic features of language had been ignored in research; the inability of learners to handle different situations on the one hand, and the emergence of Hyme's (1971) communicative competence in which pragmatic competence was seen as an essential part of language competence on the other hand, gave importance to the subject of pragmatics in language research (Mohammad-Bagheri, 2015; Razmjoo, Barabadi, & Arfa, 2013)
Considering the social variable investigated in the study, 200 Persian native speakers were selected from different educational backgrounds (40 under high school diploma, 40 high school diploma, 40 BA or BS, 40 MA or MS, and 40 PhD or MD holders)
Golato (2003) argues that Discourse Completion Task (DCT) are in a crucial sense metapragmatic in that they explicitly require participants not to conversationally interact, but to articulate what they believe would be situationally appropriate responses within possible, yet imaginary, interactional settings
Summary
Pragmatic features of language had been ignored in research; the inability of learners to handle different situations on the one hand, and the emergence of Hyme's (1971) communicative competence in which pragmatic competence was seen as an essential part of language competence on the other hand, gave importance to the subject of pragmatics in language research (Mohammad-Bagheri, 2015; Razmjoo, Barabadi, & Arfa, 2013). First language (L1) speakers acquire pragmatic competence during language acquisition and use pragmatic rules unconsciously when interacting with others; second language (L2) learners differ significantly in their performance even if they have access to good amount of pragmatic input (Bardovi-Harlig, 2001). Mohammad-Bagheri (2015) suggests that L2 learners need to be provided with tools to acquire pragmatic competence
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