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Politeness strategies of intermediat...

University of Pittsburgh.

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Politeness strategies of intermediate to advanced learners of Spanish.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Politeness strategies of intermediate to advanced learners of Spanish./
作者:	Carduner, Jessie.
面頁冊數:	293 p.
附註:	Adviser: Herschel Frey.
Contained By:	Dissertation Abstracts International60-04A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9928030
ISBN:	9780599278134

Politeness strategies of intermediate to advanced learners of Spanish.
Carduner, Jessie.

Politeness strategies of intermediate to advanced learners of Spanish. - 293 p.

Adviser: Herschel Frey.

Thesis (Ph.D.)--University of Pittsburgh, 1998.

Over the past two and a half decades, foreign language instruction has shifted its emphasis from teaching grammar and vocabulary to teaching the more global skills required for communicative competence. One of the areas of communicative competence which has received a great deal of attention in recent years is linguistic politeness. The present study compares how native speakers of Spanish and intermediate to advanced learners of Spanish as a foreign language use politeness strategies to perform the speech acts of requesting and expressing disapproval to see if the two groups do, in fact, use different politeness strategies.

ISBN: 9780599278134Subjects--Topical Terms:

1018079
Language, Linguistics.

Politeness strategies of intermediate to advanced learners of Spanish.
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245 1 0 $a Politeness strategies of intermediate to advanced learners of Spanish.
300 $a 293 p.
500 $a Adviser: Herschel Frey.
500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1102.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 1998.
520 $a Over the past two and a half decades, foreign language instruction has shifted its emphasis from teaching grammar and vocabulary to teaching the more global skills required for communicative competence. One of the areas of communicative competence which has received a great deal of attention in recent years is linguistic politeness. The present study compares how native speakers of Spanish and intermediate to advanced learners of Spanish as a foreign language use politeness strategies to perform the speech acts of requesting and expressing disapproval to see if the two groups do, in fact, use different politeness strategies.
520 $a In general the learners in the study did use the same major strategy types as native speakers for executing the speech acts. However, in terms of the content and structure of these strategies, there were differences between the two groups. Native speakers of Spanish made more internal modifications to the core component of the speech acts than did the learners, using alternative syntactic structures and lexical additions and substitutions to make their utterances more polite, and in some cases of disapproval, less polite. While the learners made relatively few internal modifications to the speech acts in Spanish, they made many of these types of modifications in their own native language, English.
520 $a The data suggest that the learners come to the task of learning Spanish already in possession of some general pragmatic knowledge, some of which may be transferred positively from English to Spanish in the cases in which there is overlap between the two languages in terms of the devices used for modifying the illocutionary force of speech acts and the rules of application for the devices. The low incidence of internal modifications in the learners' Spanish responses compared to their English responses and the high incidence of external modifications in the learners' Spanish responses, suggest that the learners' may have recognized the need to modify the illocutionary force of their utterances in Spanish. However, they may not have had enough lexical and morphosyntactic knowledge to do so in native-like ways for all situations.
520 $a In some instances the learners used inappropriate external modifications in their Spanish. For example, they apologized to and complimented the addressee much more frequently than did the native speakers. In these cases the pragmalinguistic norms for modifying the speech acts may vary cross-culturally and the learners may have inappropriately transferred (negative transfer) English norms to Spanish.
520 $a Finally, contrary to what was expected, the learners' behavior more closely approximated the native speakers' behavior on the production task than it did on the receptive task. This may have been due to the different nature of the tasks rather than to differences in the learners' abilities to produce and recognize appropriate speech acts. (Abstract shortened by UMI.)
590 $a School code: 0178.
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650 4 $a Language, Modern. $3 1018098
650 4 $a Speech Communication. $3 1017408
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710 2 0 $a University of Pittsburgh. $3 958527
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