Interlanguage compliment responses : a bi-directional investigation of learners first and second languages
This dissertation explores, by means of an empirical investigation based on a bi-directional approach to learner's interlanguage, whether second language learner groups of typologically different languages acquire the respective target language sociopragmatic rules in realizing a speech act of compliment responses, at both levels of compliment response type and semantic formula. As the means to deepen this investigation, several contextual and psychological variables, such as social distance and relative power between the interlocutors, cognitive consistency, and attribution of compliments, as well as leamer's learning backgrounds and gender, were integrally studied in relation to pragmatic transfer. The quantitative and qualitative analyses of data collected by an oral discourse completion test and verbal reports from two second language learner groups (i.e., Japanese learners of English and American learners of Japanese) and two native speaker groups (i.e., native speakers of Japanese and native speakers of American English) revealed that Japanese learners of English have less difficulty in learning target language cultural patterns in compliment responses than American learners of Japanese, and that 'normal'
Shimuzu, Takafumi
Interlanguage compliment responses : a bi-directional investigation of learners first and second languages. This dissertation explores, by means of an empirical investigation based on a bi-directional approach to learner's interlanguage, whether second language learner groups of typologically different languages acquire the respective target language sociopragmatic rules in realizing a speech act of compliment responses, at both levels of compliment response type and semantic formula. As the means to deepen this investigation, several contextual and psychological variables, such as social distance and relative power between the interlocutors, cognitive consistency, and attribution of compliments, as well as leamer's learning backgrounds and gender, were integrally studied in relation to pragmatic transfer. The quantitative and qualitative analyses of data collected by an oral discourse completion test and verbal reports from two second language learner groups (i.e., Japanese learners of English and American learners of Japanese) and two native speaker groups (i.e., native speakers of Japanese and native speakers of American English) revealed that Japanese learners of English have less difficulty in learning target language cultural patterns in compliment responses than American learners of Japanese, and that 'normal'
interlanguage compliment response directional investigation learner first_second language explores mean empirical_investigation base directional learner interlanguage whether second_language_learner group typologically different language acquire respective target_language rule realize speech_act compliment response level compliment response type semantic formula mean deepen investigation several contextual psychological variable social_distance relative power interlocutor cognitive consistency attribution compliment well learn background gender study relation pragmatic transfer quantitative_qualitative analysis data_collect oral discourse_completion test verbal report second language_learner group japanese_learner english american learner japanese native_speaker group native_speaker japanese native_speaker american english reveal japanese_learner english less difficulty learn target_language cultural pattern compliment response american learner japanese normal