Language and culture are distinctly interdependent;one reflects the other.In cross-cultural communications,it is critical for language users to use and understand the language appropriately in a certain socio-cultural...Language and culture are distinctly interdependent;one reflects the other.In cross-cultural communications,it is critical for language users to use and understand the language appropriately in a certain socio-cultural context.This paper aims to compare the similarities and differences of compliments and compliment responses in English and Chinese from the cross-cultural pragmatic perspective.The implications for teaching are also discussed so as to bridge the gap caused by cultural differences and minimize the occurrence of potential cross-cultural pragmatic failures.展开更多
The purpose of this empirical study is to investigate the employment of the strategies among the Chinese college-level English learners in responding to compliments and the negative pragmatic transfer involved in thei...The purpose of this empirical study is to investigate the employment of the strategies among the Chinese college-level English learners in responding to compliments and the negative pragmatic transfer involved in their responses. The results show that the subjects tend to apply "Accepting" strategy in their responding to compliments and there does exist negative pragmatic transfer.展开更多
This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the Ameri...This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the American English speakers （AES） and Chinese Learners of English （CLE）; （2） to provide empirical evidence for or against existing theories of pragmatic transfer in compliment responses and （3） to reveal differences of social values between the two groups. The results of this study are compared with those of R. Chen who made a similar study in 1993. The changes in the past ten years are discussed at the end.展开更多
Through comparing the data collected in different time, this paper explores the changes of Chinese compliments and compliment responses during the recent fifteen years, and also studies the differences of compliments ...Through comparing the data collected in different time, this paper explores the changes of Chinese compliments and compliment responses during the recent fifteen years, and also studies the differences of compliments and compliment responses among different genders and generations as well as different cultures in order to have a better communication and to better adapt in these rapidly developed world.展开更多
Compliment and its response is a special speech act which is broadly used in interpersonal communications. It is used to maintain and enhance the addressee’s face or support the addressee’s opinion. Compliments are ...Compliment and its response is a special speech act which is broadly used in interpersonal communications. It is used to maintain and enhance the addressee’s face or support the addressee’s opinion. Compliments are rich in both English and Chinese. However, affected by cultural differences, social status, gender, age, etc., there are many differences of compliment and its response between English and Chinese. Therefore, this paper tries to compare and analyze these differences.展开更多
The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this s...The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.展开更多
文摘Language and culture are distinctly interdependent;one reflects the other.In cross-cultural communications,it is critical for language users to use and understand the language appropriately in a certain socio-cultural context.This paper aims to compare the similarities and differences of compliments and compliment responses in English and Chinese from the cross-cultural pragmatic perspective.The implications for teaching are also discussed so as to bridge the gap caused by cultural differences and minimize the occurrence of potential cross-cultural pragmatic failures.
文摘The purpose of this empirical study is to investigate the employment of the strategies among the Chinese college-level English learners in responding to compliments and the negative pragmatic transfer involved in their responses. The results show that the subjects tend to apply "Accepting" strategy in their responding to compliments and there does exist negative pragmatic transfer.
文摘This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the American English speakers （AES） and Chinese Learners of English （CLE）; （2） to provide empirical evidence for or against existing theories of pragmatic transfer in compliment responses and （3） to reveal differences of social values between the two groups. The results of this study are compared with those of R. Chen who made a similar study in 1993. The changes in the past ten years are discussed at the end.
文摘Through comparing the data collected in different time, this paper explores the changes of Chinese compliments and compliment responses during the recent fifteen years, and also studies the differences of compliments and compliment responses among different genders and generations as well as different cultures in order to have a better communication and to better adapt in these rapidly developed world.
文摘Compliment and its response is a special speech act which is broadly used in interpersonal communications. It is used to maintain and enhance the addressee’s face or support the addressee’s opinion. Compliments are rich in both English and Chinese. However, affected by cultural differences, social status, gender, age, etc., there are many differences of compliment and its response between English and Chinese. Therefore, this paper tries to compare and analyze these differences.
文摘The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.
