PRAGMATIC FAILURE ISSUE: STUDENTS’ FAILURE TO RESPOND AN INVITING POLITELY

The present study is conducted to investigate how non English department students produce pragmatic failures in responding the expressions, how do non English department students successfully respond to the pragmatics in responding to the expression and how do non English department students repair their pragmatic failure in responding the expressions. As the data analysis, the students’ answers of questionnaires and students’ answers of interviews are taken. This study uses descriptive qualitative method to analyze and interpret the results of questionnaires and interviews. The researcher believes that by studying the questionniares’ answers of non English department students and observing the students’ answers during interviews can answer the research questions. Pragmatic failures are the failure of non English department students to understand the intended meaning of some expressions. There are two kinds of pragmatic failures which produced by non English department students to respond the expressions are pragmalinguistic failures and sociopragmatic failures. From data analysis of producing pragmatic failures of non English department students, most of students fail to respond to the given contexts politely. Implicitly, the more they fail to respond the context, the more they produce sociopragmatic failures

Congratulations Across Cultures: English Versus Armenian and Persian Speakers

AbstractThe proper use of speech acts plays a vital role in the development of pragmatic competence. Whereas some speech acts such as apologies, requests, compliments and complaints have been extensively studied, the speech act of congratulations has not been as widely perused. The present study compared the strategies native Americans utilize for offering congratulations with the ones used by Armenians and Iranians. To this end, the data were gleaned through a Discourse Completion Test (DCT) to which 40 native Americans responded. Analysis of the data revealed several similarities and differences between the three groups which will be discussed in the paper

Rituals Of Politeness In Bugis Society

Paper ini membahas cara-cara yang dipakai oleh masyarakat Bugis mengekspressikan kesopanannya melalui sejumlah tindak tutur (speech acts) seperti ucapan salam, terima kasih, penyampaian undangan, dan permohonan maaf. Penelitian diadakan pada dua lokasi masyarakat Bugis: di daerah pedesaan, Awangpone, Bone dan di daerah perkotaan, Parepare. Pengambilan data dilakukan dengan partisipan observasi, interview, dan merekam percakapan. Hasil penelitian menunjukkan bahwa masyarakat Bugis menggunakan tindak tutur tersebut di atas untuk menunjukkan kesopanan mereka. Tindak tutur tersebut di atas juga digunakan sebagai ritual dalam suatu pertemuan. Tindak tutur ini juga berfungsi sebagai basa-basi yang lebih menunjukkan kesopanan mereka

Communicative competence in English upper secondary school curricula in Indonesia

© 2020 IJLS. The article will be available from August 2023, due to an embargo period of 36 months after original publication.This study investigates the Indonesian National Curricula documents that stipulate the competencies to be achieved in English in upper secondary school in Indonesia. Both curricula claim to promulgate communicative competence. Using document analysis as its method, the study examines how the notion of communicative competence is represented in the two current curricula. It identifies, interprets and thematically organizes the representations of linguistic, sociolinguistic and pragmatic competences, as well as of general competence. It finds that while both curricula do not specify the linguistic competence to be achieved, they do specify a limited range of contexts in which learners are to develop sociolinguistic competence, and a limited range of pragmatic functions. While the curriculum of 2006 is organized around the four language skills, the 2013 English curriculum is organized around the development of attitudes and personality, and the paradigm of scientific enquiry. We argue that this paradigm is at odds with a coherent notion of communicative competence.publishedVersio

Rapport Management toward Expressing Sympathy in Persian

The present study sets out to examine the realisation of the speech act of expressing sympathy in Persian, which, notwithstanding its significant communicative role, has not received the attention it deserves. More precisely, drawing on data collected through open role-plays and retrospective interviews, and using rapport management theory (Spencer-Oatey 2005), this study is an attempt to scrutinise Persian speakers’ sympathy expressions in a situation exhibit-ing solidarity between the interlocutors. Results show that by employing 12 distinct strategies, Persian speakers respect behavioural expectations through expressing involvement, empathy and respect in the context of sympa-thising. Also, they respect and mostly enhance their own and the interlocutor’s identity and respectability face. In addition, their interactional goals are strongly relational

Directive Utterances in Be Smart In English For Grade XI Of Senior High Schools: Language Major

This research aims to explain the types of directive speech acts mostly performed by characters in the dialogues and to describe the strategies of directive speech acts in the textbook Be Smart in English for Grade XI of Senior High Schools: Language Major. This research employed a descriptive qualitative method. The existence of number was used to reveal the frequencies of the types of directive speech acts. The objects of this research is dialogues of directive speech act uttered by the characters in English course book in titled Be Smart in English for Grade XI of Senior High Schools: Language Major by Ira Wijayanti. The method of data collection employed by the researcher was the documentation. The data were in the form of dialogues that were analyzed based on Searle’s classification of speech acts, Hymes’s theory of context, the strategies of requesting based on House and Kasper, the strategies of ordering based on Blum-kulka, and the strategies of suggestion based on Martinez-Flor. The result is the researcher found 92 utterances used by the characters in textbook. There were 49 data that are clasified to be request utterances (53,3%). Those were 30 data that are clasified to be order utterances (32,6%) and then 13 data clasified into suggestion utterances (14,1%). The next finding was the strategies of directive speech acts. In the type of order, the strategy used is most direct strategy (8,7%). It seems that the speakers tend to used imperative to state the order utterances. In the type of request, the strategy used is query preparatory strategy (22.8%). It means the speaker prefer to makes a preparation to do the request, preparing fot the hearer to response his request. In the type of suggestion, the strategies used are possibility and interrogative form (7,6%). The result is type of request was found to be higher than the other types of directive speech acts. The speakers tend to use request utterance to ask something, and hopes the recipient will respect what the speakers want or request. While query preparatory strategy was found to be higher than the other strategies of directive speech acts. It means the speaker prefer to makes a preparation to do the request, preparing fot the hearer to response his request

A Socio-pragmatic Analysis of Women Expressive Utterances in Bad Moms Movie

This research focuses on expressive utterances showed by women in Bad Moms movie. This research has two major bjectives (1) to describe the intentions of women expressive utterance, and (2) to describe the politeness strategies of women expressive utterances in Bad Moms movie. This research is qualitative research. The data in this research are utterances showed by women that support the occurrence of expressive utterances. The data source is Bad Moms anuscript by John Lucas and Scott Moore. The data are collected by using documentation and observation. The result of the research shows that (1) fifteen types of expressiveutterance intention used by women in Bad Moms movie. 13 utterances belong to praising (12%), 14 utterances belong to apology (13%), 3 utterances belong to expressing sympathy (3%), 7 utterances belong to expressing frightened (6%), 2 tterances belong to expressing hope (2%), 2 utterances belong to expressing hopeless (2%), 4 utterances belong to expressing tired (4%), 5 utterances belong to expressing gratitude (5%), 3 utterances belong to expressing proud (3%), 11 utterances belong to expressing pleasure (10%), 17 tterances belong to expressing displeasure (15%), 4 utterances belong to expressing love (4%), 5 utterances belong to expressing like (5%), 9 utterances belong to expressing dislike (8%), 9 utterances belong to expressing surprised (8%). The dominant type of the intention of expressive utterance used by women is expressing displeasure (15%). It can be concluded that angry characteristic that is dominant used by men,it is dominant too at women in this movie. Women characters in this movie based on different context and situation usually use the feeling of being upset and annoyed. (2) the researcher found four types of politeness strategies in Bad Moms movie based on Brown and Levinson’s theory: 48 terances belong to bald on record strategy (45%), 22 utterancesbelong to positive politeness strategy (20%), 29 utterances belong to negative politeness strategy (27%), and 9 utterances belong to off record strategy (8%). The dominant of liteness strategy of expressive utterance used by women is bald on record strategy (45%). It can be concluded that women are not always more polite in using language than men. Women do not attempt to minimize the threat to the hearer’s face because the speaker wishes to maximize the efficiency of the utterance

Politeness among Iranians: Taarof use in focus

This study focuses on the Iranian exaggerated politeness system called “taarof”. It investigates Iranians’ attitudes toward taarof use as well as some features of taarof perception and production which may be affected by gender, socioeconomic status, and geographic variation. To do so, I recruited a total of 96 research participants (within the age group of 30 to 40 years old) who were grouped by the above variables as follows: a) gender: 48 males and 48 females; b) two educational backgrounds: 48 secondary education and 48 post-secondary education; c) two different urban areas: 48 Isfahan residents and 48 Alborz residents; and d) two occupational categories: 48 skilled and 48 unskilled. As an initial step, a questionnaire survey was employed to obtain quantifiable data on perception of taarof characteristics and on taarof use by the participants. Second, a speech production elicitation technique was used to elicit taarof expressions in quasi-spontaneous prompted dialogues. All the 10-minute conversations were recorded and transcribed for further analysis. The results of the survey part showed that attitudes toward taarof significantly differ by geographical variation and socioeconomic status, however, not by gender. In addition, the analysis of the conversation transcripts displayed significant differences in the frequency of taarof use by province and education, whereas no significant differences were observed by gender and occupation

Washback or backwash? Revisiting the status quo of washback and test impact in EFL contexts

It has been argued in the literature on (language) testing that any act of testing/assessment can impact (a) educators’ curriculum design, (b) teachers’ teaching practices, and (c) students’ learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into the two categories of positive or negative—that is, beneficial or harmful. After an overview of the existing scholarly knowledge on washback, this paper argues that washback is not necessarily a test quality. Drawing on the notion of test method facets, the paper lends support to claims that see washback as a main function of teaching, learning, and policy-making situations or conditions rather than a quality of any given test. The paper also argues that the concepts of facet design and analysis including formal research designs, structural hypothesis testing, and measurement are inevitable and inescapable in any comprehensive model of washback. A possible borderline between backwash and washback is also proposed.

English for specific purposes: Traditions, trends, directions

English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP