Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Compliment Response (CR) patterns among English vs. Persian teachers: Cultural transmission of CR behavior?

Compliment Response (CR) patterns among English vs. Persian teachers: Cultural transmission of CR... AbstractThe purpose of the present study was to compare differential functioning of Iranian English versus Persian teachers in responding to compliments and to investigate the possibility of sociolinguistic transmission of speech act of responding to compliments from English culture to native Iranian Persian speakers. Following Chen and Yang (2010), we hypothesized that exposure to English would affect the complimenting behavior of Persian speakers, leading to more acceptance of compliments compared to those with little or no exposure to English. Participants of the study were 50 English teachers, regarded as “exposed-to-English” or E group, and 50 Persian teachers, considered as “unexposed-to-English” or U group. The participants’ age ranged from 20 to 35 and they were selected through non-randomized convenience sampling. A Discourse Completion Test (DCT) comprising eight complimenting situations was developed in two versions, i.e. English and Persian, in light of Mane’s (1983) taxonomy. The results revealed a significant difference in performance between groups and that Iranian English teachers’ Compliment Response (CR) behavior changed due to exposure to English and approached English culture. Further findings and implications are discussed in the paper. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Lodz Papers in Pragmatics de Gruyter

Compliment Response (CR) patterns among English vs. Persian teachers: Cultural transmission of CR behavior?

Loading next page...
 
/lp/de-gruyter/compliment-response-cr-patterns-among-english-vs-persian-teachers-3cg0Ni63yo

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
de Gruyter
Copyright
© 2021 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1898-4436
eISSN
1898-4436
DOI
10.1515/lpp-2021-0008
Publisher site
See Article on Publisher Site

Abstract

AbstractThe purpose of the present study was to compare differential functioning of Iranian English versus Persian teachers in responding to compliments and to investigate the possibility of sociolinguistic transmission of speech act of responding to compliments from English culture to native Iranian Persian speakers. Following Chen and Yang (2010), we hypothesized that exposure to English would affect the complimenting behavior of Persian speakers, leading to more acceptance of compliments compared to those with little or no exposure to English. Participants of the study were 50 English teachers, regarded as “exposed-to-English” or E group, and 50 Persian teachers, considered as “unexposed-to-English” or U group. The participants’ age ranged from 20 to 35 and they were selected through non-randomized convenience sampling. A Discourse Completion Test (DCT) comprising eight complimenting situations was developed in two versions, i.e. English and Persian, in light of Mane’s (1983) taxonomy. The results revealed a significant difference in performance between groups and that Iranian English teachers’ Compliment Response (CR) behavior changed due to exposure to English and approached English culture. Further findings and implications are discussed in the paper.

Journal

Lodz Papers in Pragmaticsde Gruyter

Published: Jul 1, 2021

Keywords: compliment responses; pragmatics; cultural transmission; sociopragmatic transmission; Iranian teachers; acculturation

There are no references for this article.