Ali Derakhshan; Zohreh R. Eslami; Azizeh Chalak
Volume 9, Issue 3 , September 2021, , Pages 28-48
Abstract
Given the importance of complimenting and responding to compliments in everyday interactions, several studies have investigated the strategies used to compliment and also to respond to compliments. This systematic study offers a thorough review of research on Compliment Responses (CRs) in the Persian ...
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Given the importance of complimenting and responding to compliments in everyday interactions, several studies have investigated the strategies used to compliment and also to respond to compliments. This systematic study offers a thorough review of research on Compliment Responses (CRs) in the Persian language conducted over the past three decades. It outlines the theoretical frameworks, the categorization schemes used, and the main findings of the reviewed studies. The bibliographical search on this area yielded a database of 35 studies on Persian CRs for this systematic review. We provide a synthesis of the research conducted in this area, the theoretical frameworks, and the methodologies used in different studies, including data analysis and data collection procedures. We then scrutinize the studies conducted on compliment response patterns in Persian, addressing similarities and differences and any emerging trends. Based on the review of the existing literature, recommendations are provided with guidelines and directions for future research in this area.
Shuan Wei-Hong Ko; Zohreh R. Eslami; Lynn M. Burlbaw
Volume 3, Issue 1 , March 2015, , Pages 1-15
Abstract
The present study investigated learners’ interlanguage pragmatic development through analysis of 99 requestive emails addressed to a faculty member over a period of up to two years. Most previous studies mainly investigated how non-native English speaking students’ (NNESs) pragmalinguistic ...
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The present study investigated learners’ interlanguage pragmatic development through analysis of 99 requestive emails addressed to a faculty member over a period of up to two years. Most previous studies mainly investigated how non-native English speaking students’ (NNESs) pragmalinguistic and sociopragmatic competence differed from native English speaking students (NESs) and compared learners with different linguistic and cultural backgrounds with NESs. In addition, most of the existing literature on developmental pragmatics has used elicited data. Naturally occurring data, in the form of emails, offer a more valid reflection of learners’ pragmatic competence. This study adopted speech event analysis approach, which seeks to account for all parts of requestive emails and recognizes the “work” each part does in the production of the speech event. Results indicated that, although NNES students did not show much pragmatic development in the frequency and type of strategies they used, the NNES students used a more deferential style in the opening and closing of their emails compared to native speakers. Additionally, the findings revealed the merits of analyzing natural data in interlanguage pragmatics and offered the benefit of recognizing email requests as a situated event.
Zohreh Eslami; Chia Ning Liu
Volume 1, Issue 1 , March 2013, , Pages 52-73
Abstract
This study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level English as Foreign Language (EFL) learners in Taiwan. The goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on EFL learners’ ...
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This study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level English as Foreign Language (EFL) learners in Taiwan. The goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on EFL learners’ pragmatic competence. Second, the relative effectiveness of presenting pragmatics through two delivery systems—face-to-face, in-class activities and computer-mediated communication (CMC) via e-mail and WebCT—wascompared. One hundred and eighteen Taiwanese undergraduate students completed the entire study. There were 40 students in the control group, 36 students in the experimental/Teacher Instruction group and 42 students in the experimental/CMC group. The results showed that explicit pragmatic instruction had a positive impact on the EFL learners in both the Teacher Instruction and CMC groups. Learners who received explicit pragmatic instruction performed better on the Discourse Completion Task posttest than those who did not. The findings also indicated that technology can be a valuable tool for delivering pragmatics instruction.