CAN THO UNIVERSITY
SCHOOL OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
PRAGMATIC TRANSFER IN COMPLIMENT
RESPONSES BY VIETNAMESE LEARNERS OF
ENGLISH
BA Thesis
Field of study: English Language Teaching
Supervisor: BUI LAN CHI, M.A
Researcher: Nguyen Thi Hong Quyen
Class: NN0652A1
Student code: 7062919
Course: 32
Can Tho, April 2010
ACKNOWLEDGEMENTS
First of all, I would like to give my deep gratitude to Mrs. Bui Lan Chi,
whose comments and suggestions were very useful to make my thesis possible.
Next, I also would like to thank my friend, Mr. Tran Quang Nhat, who helped me
deliver the Discourse Completion Task questionnaires to American native
speakers. Moreover, I really appreciate the great help of English majored and nonmajored students of Can Tho University as well as American native speakers who
participated in my thesis. Last but not least, my gratitude is extended to English
Department of Can Tho University for offering the most favorable conditions to
help me complete this thesis.
TÓM TẮT
Nghiên cứu này nhằm khảo sát sự khác nhau giữa cách đáp lại lời khen của
người Việt bản ngữ và người Mĩ bản ngữ và ảnh hưởng tiếng mẹ đẻ của người Việt
học tiếng Anh khi đáp lại lời khen bằng tiếng Anh. Công cụ duy nhất để thu thập
số liệu cho luận văn này là “phiếu thu thập số liệu.” Phiếu thu thập số liệu với hai
phiên bản: một bản bằng tiếng Anh và một bản bằng tiếng Việt được thiết kế bao
gồm tám tình huống, dựa trên bốn chủ đề khen ngợi: bề ngoài, sở hữu, kỹ năng và
tính cách. Những lời đáp lại lời khen được thu thập từ 30 người, được chia thành
ba nhóm: nhóm người Mĩ bản ngữ, nhóm người Việt bản ngữ và nhóm người Việt
học tiếng Anh. Kết quả cho thấy sự khác biệt lớn trong cách đáp lại lời khen giữa
người Mĩ bản ngữ và người Việt bản ngữ, tập trung vào hai hướng: tần suất của
chiến lược đáp lại lời khen và nội dung của chiến lược. Ngoài ra, kết quả cũng cho
thấy rằng có sự ảnh hưởng tiếng mẹ đẻ trong cách đáp lại lời khen của người Việt
học tiếng Anh. Các ảnh hưởng này thể hiện ở hai cấp độ: tần suất của những chiến
lược và nội dung của những chiến lược. Kết luận rút ra giúp cung cấp thêm nguồn
tài liệu cho việc sử dụng thích hợp tiếng Anh trong giao tiếp đa ngôn ngữ và nâng
cao ý thức của người Việt học tiếng Anh về khả năng ngữ dụng và ý thức về sự
khác biệt văn hóa khi giao tiếp, sử dụng tiếng Anh như một ngoại ngữ.
ABSTRACT
This study was conducted to investigate the differences between
compliment responses by Vietnamese native speakers and by American native
speakers as well as the pragmatic transfer by Vietnamese learners of English when
responding to compliments in English. To collect data, Discourse Completion Task
was employed as the only instrument. The Discourse Completion Task
questionnaires with two versions: one in English and one in Vietnamese were
designed to include eight scenarios based on four compliment topics: appearance,
possession, accomplishment/skills and personality traits. The compliment
responses were collected from thirty people who were divided into three groups:
American native speakers (ANS), Vietnamese native speakers (VNS) and
Vietnamese learners of English (VLE). The results revealed a significant
difference in compliment responses by American native speakers and Vietnamese
native speakers focusing on two dimensions: the frequency of compliment
response strategies and the content of the strategies. Moreover, the results also
demonstrated evidence of pragmatic transfer in compliment responses by
Vietnamese learners of English. This pragmatic transfer was at two levels: the
levels of the frequency of compliment response strategies and the level of content
of the strategies. The findings helps to provide more literature for the appropriate
use of English language in intercommunication and raise the awareness of
Vietnamese learners of English about pragmatic competence and cross-culture
when communicating in English as a foreign language.
TABLE OF CONTENT
Acknowledgements .......................................................................................................i
Abstract (Vietnamese)................................................................................................. ii
Abstract (English)...................................................................................................... iii
List of Tables...............................................................................................................vi
List of Figures ............................................................................................................vii
Abbreviations........................................................................................................... viii
CHAPTER 1. INTRODUCTION ...............................................................................1
1.1 Rationale .......................................................................................................1
1.2 Aims and significance of the present study ...................................................1
1.2.1 Aims of the study .................................................................................2
1.2.2 Significance of the present study ..........................................................2
1.3 Organization of the thesis .............................................................................2
CHAPTER 2. LITERATURE REVIEW....................................................................4
2.1 Communicative competence..........................................................................4
2.2 Pragmatic competence...................................................................................5
2.3 Pragmatic transfer.........................................................................................6
2.4 Speech act theory .........................................................................................6
2.5 Compliments and compliment responses ......................................................7
2.5.1 Definition of compliments ...................................................................7
2.5.2 Lexical and syntactical features of compliments ..................................7
2.5.3 Compliment topics...............................................................................7
2.5.4 Classification of compliment response strategies .................................8
2.6 Inter-language studies on compliment responses ..........................................9
2.7 Inter-language studies on pragmatic transfer in compliment responses ......10
CHAPTER 3. RESEARCH METHOD ....................................................................12
3.1 Research questions.....................................................................................12
3.2 Hypotheses.................................................................................................12
3.3 Participants ................................................................................................12
3.4 Data collection instrument..........................................................................13
3.4.1 Rationale for using DCT...................................................................13
3.4.2 Description of DCT questionnaire ....................................................13
3.5 Data analysis..............................................................................................13
CHAPTER 4. RESULTS...........................................................................................15
4.1 General results ...........................................................................................15
4.2 Vietnamese native speaker group vs. American native speaker group ........15
4.2.1 Differences in the frequency of compliment response strategies .......16
4.2.2 Differences in the content of compliment response strategies............18
4.3 Vietnamese learners of English and pragmatic transfer ..............................20
4.3.1 Pragmatic transfer in the frequency of compliment response
strategies....................................................................................................20
4.3.2 Pragmatic transfer in the content of compliment response
strategies
..................................................................................................................23
CHAPTER 5. DISCUSSIONS, IMPLICATIONS, LIMITATIONS,
SUGGESTIONS AND CONCLUSION....................................................................26
5.1 Discussions of the findings.........................................................................26
5.2 Implications ...............................................................................................27
5.3 Limitations.................................................................................................27
5.4 Suggestions for further research .................................................................27
5.5 Conclusion .................................................................................................28
REFERENCES ...........................................................................................................ix
APPENDIX A .............................................................................................................xi
APPENDIX B.............................................................................................................xii
APPENDIX C .......................................................................................................... xiii
List of Tables
Table 2.1 Herbert's taxonomy of compliment responses
Table 2.2 Contrastive studies on compliment responses
Table 2.3 Inter-language studies on pragmatic transfer in compliment responses
Table 3.1 Grouping of participants
Table 4.1 Number of agreement and on-agreement strategies produced by three
groups: American native speaker group (ANS), Vietnamese native
speaker group (VNS) and Vietnamese learners of English group (VLE)
Table 4.2 Number of compliment response sub-strategies produced by American
native speakers and Vietnamese native speakers
List of Figures
Figure 2.1 Communicative language competence in the Common European
Framework (CEF)
Figure 4.1 Differences in agreement and non-agreement strategies produced by
American native speakers and Vietnamese native speakers
Figure 4.2 Differences in compliment response sub-strategies produced by
American native speakers and Vietnamese native speakers
Figure 4.3 Pragmatic transfer in agreement and non-agreement compliment
response strategies by Vietnamese learners of English
Figure 4.4 Pragmatic transfer in compliment response sub-strategies by
Vietnamese learners of English
Abbreviations
CR
Compliment response
CRs
Compliment responses
ANS
American native speakers
VNS
Vietnamese native speakers
VLE
Vietnamese learners of English
DCT
Discourse Completion Task
L1
First Language
L2
Second Language
CHAPTER 1
INTRODUCTION
This chapter includes three parts: (1) the rationale for this study, (2) the aims and the
significance of the present study, and (3) the organization of the thesis.
1.1 RATIONALE
In the intercommunication, the misunderstanding and the communication
breakdowns are unavoidable because of different cultural norms and different
pragmatic knowledge. Smiling, for instance, in Korean culture means that a person
is foolish or thoughtless. However, on the island of Puerto Rico, a smile can have
many positive meanings: “Please”, “Thank you”, and “You’re welcome.” (Tanka
and Baker, 2002, p.313) These misunderstandings were demonstrated to be due to
the effects of the mother tongue on the interpretation and the production of the
foreign language. These effects were investigated in a number of previous studies
and called the “pragmatic transfer”. While people can forgive the mistakes of
pronunciation and grammar, they may consider the inappropriate use of language
forms as rudeness. Therefore, pragmatic transfer plays an important role in the
field of Pragmatics and Applied Linguistics.
Vietnam has been co-operating with many foreign countries, using English
as the international language. It is required that the Vietnamese have to speak
English not only fluently but also appropriately. There have been a number of
studies on pragmatic transfer by Vietnamese learners of English in the speech acts
of refusals, apologies, requests, compliments… However, very few studies focused
on the pragmatic transfer by Vietnamese learners of English in compliment
responses. Hence, conducting study in this line helps to provide more literature on
the issue of pragmatic transfer in compliment responses in the process of teaching
and learning English. It also contributes to raise the awareness of Vietnamese
learners of English about pragmatic competence and cross-culture. It is also hoped
that the communication breakdowns in the intercommunication between
Vietnamese non-native speakers of English and native speakers of English can be
reduced.
1.2 AIMS AND SIGNIFICANCE OF THE PRESENT STUDY
1.2.1 Aims of the study
This study aims at finding out the differences in compliment responses by
Vietnamese native speakers and American native speakers as well as the evidence
of pragmatic transfer by Vietnamese learners of English when responding to
compliments in English.
1.2.2 Significance of the present study
As discussed in the previous section, the main purpose of this study was to
investigate the pragmatic transfer in compliment responses by Vietnamese learners
of English. The findings help to provide more literature on pragmatic transfer
issue. Therefore, it is hoped to make the process of teaching and learning English
more effective. The communication breakdowns caused by pragmatic transfer in
compliment responses can be avoided some-how.
1.3 ORGANISATION OF THE THESIS
This thesis consisted of five chapters: (1) Introduction, (2) Literature
review, (3) Research method, (4) Results, (5) Discussions, implications,
limitations, suggestions and conclusion.
Chapter 1 presents the rationale for conducting the study on pragmatic
transfer in compliment responses by Vietnamese learners of English. Moreover,
the aims and the significance of the present study as well as the organization of the
thesis were also included in this chapter.
Chapter 2 reviews the literature relevant to the thesis topic as well as
summarizes and analyzes the previous studies. In this chapter, the “communicative
competence”, the “pragmatic competence”, the theory of “speech acts”, the
“pragmatic transfer” as well as the compliments and compliment responses were
described. In addition, “inter-language studies on compliment responses” and
“inter-language studies on pragmatic transfer in compliment responses” were
presented.
Chapter 3 introduces the research questions and the hypotheses as well as
describes the collecting data instrument, the participants and the data analysis
procedure.
Chapter 4 focuses on describing the results found. It includes: the overall
results, the differences in compliment responses by Vietnamese native speakers
and American native speakers, the pragmatic transfer by Vietnamese learners of
English when responding to compliments in English.
Chapter 5 discusses the results and the limitations of the present study.
Teaching implications are then suggested.
CHAPTER 2
LITERATURE REVIEW
This chapter reviews the literature relevant to the thesis topic and analyses the previous
studies. It includes seven parts: (1) Communicative competence, (2) Pragmatic competence, (3)
Pragmatic transfer, (4) Speech act theory, (5) Compliments and compliment responses, (6) Interlanguage studies on compliment responses, (7) Inter-language studies on pragmatic transfer in
compliment responses.
2.1 COMMUNICATIVE COMPETENCE
The concept “communicative competence” is comprised of two words in
which the word “competence” has been the most controversial term in general
applied linguistics since 1960s. It came from the classic distinction of Chomsky
between “competence” and “performance”. According to Chomsky, competence
refers to the monolingual speakers-listener's knowledge of language and
performance refers to the actual use of language in real situation. However,
Chomsky received the strong disapproval from advocates for communicative
views at the idea of using concept of idealized, purely linguistic competence
(Savigon, 1972).
In 1972, Dell Hymes proposed the concept of “communicative
competence,” which is considered broader and more realistic. Competence is
considered not only as the knowledge of but also the ability to use language with
appropriate items. Therefore, Hymes included both grammatical competence to
form correct sentences and ability to use grammatical competence in variety of
communicative situation.
Since Hymes proposed the concept “communicative competence,” it has
been discussed and redefined by many other authors. In 1988, Spitzberg defined
communicative competence as “the ability to interact well with others” (p.68). He
explains the term 'well' refers to accuracy, clarity, comprehensibility, coherence,
expertise, effectiveness and appropriateness” (p.68). In 1994, a much more
complete definition was provided by Friedrich. According to him, communicative
competence is best understood as “a situational ability to set realistic and
appropriate goals and to maximize their achievement by using knowledge of self,
other, context, and communication theory to generate adaptive communication
performance”.
Although communicative competence has been discussed and redefined
many times, the basic idea remains knowledge and ability/skills for language use.
After years of studying communicative competence, many theoreticians in the
field of applied linguistics have reached an agreement “that a competent language
user should process not only knowledge about language but also the ability and
skills to activate that knowledge in a communication event.” (Bagaric’ &
Dijigunovic’, 2007: 73). Since then, communicative competence has widely
become the goal of language learning process.
2.2 PRAGMATIC COMPETENCE
The notion “pragmatic competence” has been mentioned in the
communicative competence models of many linguists since 1980 (Canal and
Swain, 1980, Bachman and Palmer, 1990, 1996). However, it is more
comprehensive in the description of components of communicative language
competence in the Common European Framework (CEF) (2001).
Figure 2.1 Communicative language competence in the Common
European Framework (CEF)
Communicative language competence
Language competence
Pragmatic competence
Discourse competence
Functional competence
Socio linguistic competence
As shown in the CEF, pragmatic competence is one of three components
that form communicative language competence (another term for communicative
competence). It is very distinct from language/linguistic competence and
sociolinguistic competence. Language competence is defined as knowledge of
and ability to use language resources to form well-structured messages. Thus it
involves lexical, grammatical, semantic, phonological, orthographic and
orthopedic competences. Both of the last two components concerns with the
appropriate use of language. However, sociolinguistic competence refers to the
possession of knowledge and skills for appropriate language use in a social
context. It involves rules of appropriate behaviors, expressions of people's wisdom,
differences in register and dialects and stress. Whereas, pragmatic competence is
defined as knowledge of how verbal acts are understood and performed in
accordance with a speaker's intention under contextual and discoursal constraints”
(Faerch& Kasper, 1984:214) and ability to apply it. Pragmatic competence is
broken down into two sub-components: discourse competence and functional
competence. Discourse competence is defined as the ability to combine language
structures into different types of cohesive texts. Functional competence refers to
the relationship between utterances and the intentions or communicative purposes
of language users. All in all, pragmatic competence is an important component that
contributes to the appropriate and effective communication of interactants from
different languages.
2.3 PRAGMATIC TRANSFER
The term “transfer” is generally used to refer to the systematic influences of
existing knowledge on the acquisition of new knowledge. The transfer studies
originated very early during 1940s and 1950s. However, those studies did not
address pragmatic issues until recently. According to Wolfson (1989), pragmatic
transfer has been referred to as sociolinguistic transfer. Beebe (1990) considered
pragmatic transfer as the transfer of L1 sociocultural competence or crosslinguistic influence. Although there are various ideas about pragmatics and about
transfer, the term “pragmatic transfer is best understood by Kasper. According to
him, the pragmatic transfer refers to the influence that previous pragmatic
knowledge of L1 has on the use and acquisition of L2 pragmatic knowledge.
“Pragmatic transfer shall refer to the influence exerted by learners’
pragmatic knowledge of languages and cultures other than L1 on their
comprehension, production and learning of L2 pragmatic information.” (Kasper,
1992: 207)
2.4 SPEECH ACT THEORY
Speech act theory was originated by Austin (1962). He claimed that many
utterances are equivalent to actions. For example, when we say “This food is very
delicious”, we are actually communicating an action like compliments. Speech act
theory focuses much on the classification of speech acts. Austin firstly found a
great distinction between constatives and performatives. A constative is considered
to convey a message which can be compared with the real world and declared true
or false. “The cat is on the table” is an example of a constative. On the other hand,
a performative is considered to be a sentence which is not true or false. Rather than
conveying a message, a performative acts upon the world; it doesn’t say
something, it does something. “I promise I’ll go back” is an example of a
performative. According to Austin, performatives include three categories:
locutionary acts, illocutionary acts and perlocutionary acts. Locutionary acts are
defined as the semantic or literal significance of the utterance. Illocutionary acts
are the most important. It involves the intention of the speaker. Perlocutionary acts
are the effect the speech act has on the listener.
Developing from Austin’s original study, Searle (1962) divided
illocutionary acts into five sub-categories: directive, commissive, expressive,
representative and declaration.
Directive: The speaker wants the listener to do something.
Commissive: The speaker indicates the she herself will do something in the
future.
Expressive: The speaker expresses her feelings or emotional response.
Representative: The speaker expresses her belief about the truth of a
proposition.
Declaration: Her utterance results in a change in the external non-linguistic
situation.
2.5 COMPLIMENTS AND COMPLIMENT RESPONSES
2.5.1 Definition of compliments
Compliments are positive speech acts that establish solidarity and increase
rapport among people. For any culture, a compliment must express approval of
something that both parties, speakers and addressees, regard positively (Manes,
1983), and it must be valued by the culture indicated (Holms, 1987; Manes, 1983).
According to Holms (1988b, p.446), “A compliment is a speech act which
explicitly or implicitly attributes credit to someone other than the speaker, usually
the person addressed, for some “good” (possession, characteristic, skill,..), which
is positively valued by the speakers and the hearers.”
2.5.2 Lexical and syntactical features of compliments
Compliments and compliment responses have been widely studied since
1970s. While later studies focused on how it differs across cultures, the early
studies focused on describing English compliments. In 1980, Wolfson and Manes
on their research on American English identified some lexical and syntactical
features of English compliments. They found English compliments to be
formulaic, that speakers use a small number of adjectives, and that compliments
and compliment responses could be classified into types of structures: adjective,
verb, adverb, and noun. . “Your blouse looks beautiful!” is an example of
adjectival compliment. About 2/3 of adjectival compliments use the words nice,
good, pretty, or beautiful (Manes and Wolfson, 1981). Good is often used for
performance and nice is mostly used for appearance/attire (Knapp et al., 1984). “I
really love your car!” is an example of a compliment that contains a semantically
positive verb. Love and like are used 90% of the time in this type of compliment.
Some other positive verbs that are used would be admire and be impressed
(Wolfson, 1989).
2.5.3 Compliment topics
Major compliment topics can be classified into three categories:
Appearance/possessions
Compliments on someone’s appearance or possessions are the most
common type of compliments in American English (Wolfson, 1981).
Performance/ skills/abilities
“You did a good job!” and “You are such a beautiful writer” are examples
of compliments on performances/skills/abilities.
Personality traits
Such compliments as “Good boy” and “You’re so sweet” are compliments
on addressee’s personality traits. This category of compliments occurs less
frequently than those on appearance / possessions and performance / skills /
abilities (Holmes, 1988).
2.5.4 Classification of compliment response strategies
The first researcher who discussed compliment responses from the
pragmatic perspective was Pomerantz (1978). According to her, in American
English the interactant faces a conflict when responding to a compliment: (A)
AGREE WITH THE SPEAKER and (B) AVOID SELF-PRAISE (pp. 81-82). It
means that if the speaker accepts the compliments, s/he may be considered as
lacking modesty. If s/he rejects the compliments, s/he may be considered as
lacking appreciation of the speaker's opinion and value. Therefore, they have some
strategies to avoid this conflict categorized by Pomerantz as acceptance, rejection,
and self-praise avoidance.
Elaborating from Pomerantz's taxonomy, Herbert (1986 and 1990)
conducted a large scale analysis and ended up with a three-category, twelvestrategy taxonomy (Table 2.1).
Table 2.1 Herbert's taxonomy of compliment responses
Response strategies
A. Agreement
I. Acceptances
1. Appreciation Tokens
2. Comment Acceptance
3. Praise Upgrade
II. Comment history
III. Transfers
1. Reassignment
2. Return
Example
“Thanks; thank you; (smile)”
“Thanks; it’s my favorite too.”
“Really brings out the blue in my eyes,
doesn’t it?”
“I bought it for the trip to Arizona.”
“My brother gave it to me.”
“So is yours.”
B. Non-agreement
I. Scale down
II. Question
III. Non-acceptance
1. Disagreement
2. Qualification
IV. No acknowledgment
C. Other interpretations
I. Request
“It’s really quite old.”
“Do you really think so?”
“I hate it.”
“It’s alright, but Len’s is nicer.”
(silence)
“You wanna borrow this one too?”
2.6 INTERLANGUAGE STUDIES ON COMPLIMENT RESPONSES:
Different cultures have different ways of meaning and doing things with
words. Compliment responses in particular are also speech acts that differ across
cultures. Table 2.2 presents briefly the main findings of studies on differences in
compliment responses between various languages and English.
Table 2.2 Contrastive studies on compliment responses
( modified from Urano
20 00)
Study
Participants Language
compared
Methods
Results
Daikuhara About 50
(1986)
Japanese
L1 Japanese
L1 American
English
Observation
Only 5% of all
compliment responses
(CRs) in Japanese fell
into acceptance
Holmes
(1988)
L1 New Zealand
English
L1 Malay
observation
New Zealand English
preferred to acceptances
(61.1%) more than
Malay (39.9%)
Herbert
Americans
(1989)
South
Herbert & Africans
Straight
(1989)
L1 American
English
L1 South African
English
Observation
While 36.0% of all
compliment responses
in American data were
acceptance, in South
African English larger
proportion of
compliment responses
(76.1%) were
categorized as
acceptance
Chen
(1993)
L1 American
English
L1 Chinese
Written DCT
95.73% of all
compliment responses
in Chinese were
New
Zealanders
Malaysians
50
Americans
50 Chinese
“rejecting”. Only 4.44%
were acceptance
Gajaseni
(1994)
40
Americans
40 Thai
L1 American
English
L1 Thai
Oral DCT
Americans used
acceptance type
responses significantly
more often than Thai.
Nelson,
Al-Batal,
& Echols
(1996)
87
Americans
52 Syrians
L1 American
English
L1 Arabic
Interview,
observation
Arabic preferred
acceptance (67%) more
than American English
(50%).
Using Pomerantz’s taxonomy of compliment response strategies, these
studies ended up with some interesting findings. First, Arabic and South African
English tend to accept compliments and less likely to reject them than American
English. Second, Asians are more likely to avoid accepting compliments but rather
reject them compared with English. Due to the differences in compliment
responses between various languages and English, pragmatic transfer in
compliment responses by non-native speakers of English is desirable.
2.7 INTERLANGUAGE STUDIES ON PRAGMATIC TRANSFER IN
COMPLIMENT RESPONSES
A number of studies have been conducted to demonstrate the existence of
pragmatic transfer in compliment responses from various languages to English.
The findings of these studies are presented in Table 2.3.
Table 2.3 Interlanguage studies on pragmatic transfer in compliment
responses
Study
Focus
Participants
Methods
Findings
Chung- Evidence of
hye Han pragmatic
(n.d.)
transfer from
Korean to
English
10 Korean female
students
8 American female
students
Field notes The only sign of
and
pragmatic transfer was
interviews found in the disagree type
in the reject category.
However, this didn't lead
to miscommunication
Jing Qu Differences in
(2005) compliment
responses
between
Chinese and
American
English
Pragmatic
20 Chinese students
of English major
20 Chinese students
of non-English major
Discourse
Completion
Task
(DCT)
There is a significant
difference in compliment
responses between
Chinese and American
English.
Chinese learners of
English reflect their L1
behavior to some extents
transfer in
compliment
responses by
Chinese learners
of English.
when responding English
compliments
Hessa
Al
Falasi
(2007)
The occurrence
of pragmatic
transfer from
Arabic to
English
The effect of
proficiency to
pragmatic
transfer
Group 1: 10
American NS of
English
Group 2: 10 Emarati
NS of English majors
Group 3: 10 Emarati
NS of non-English
major
Discourse
Completion
Task and
interviews
Emarati NNS of English
brought about some L
expressions and strategies
in L2 production which
results communication
breakdowns
Proficiency didn't play a
role in producing targetlike compliment
responses
Tran
Quynh
Giao
(2008)
Pragmatic and
discourse
transfer of
combination of
compliment
responses
strategies in
second language
learning and
usage.
20 NS of Australian Naturalized The compliment response
English
-role plays strategy combinations
20 NS of Vietnamese
were found to be
20 Vietnamese
transferred from
learners of English
Vietnamese into
Vietnamese-English.
Since most of these studies (except Tran’s study) based on Pomerantz’s
taxonomy of compliment response strategies, the results of pragmatic transfer were
not well-shown. Differences in each particular strategy, for example, were not
presented.
Tran’ s study (2008) investigated pragmatic transfer in compliment
responses by Vietnamese non-native speakers of English in comparison with
Australian native speakers of English. The results of Tran’s study showed the
evidence of pragmatic transfer performed by Vietnamese learners of English.
However, Tran (2008) focused on analyzing the content of compliment responses
to investigate the pragmatic transfer in the combination of compliment response
strategies.
In this thesis, I also use Herbert’s taxonomy of compliment response
strategies to classify compliment responses collected. However, beside differences
in the content of compliment responses collected, I also focus on investigating the
numeric differences in the frequency of compliment response strategies.
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