History Of Pragmatic Transfer English Language Essay

History Of Pragmatic Transfer position row EssayAbstractThe purpose of this reputation is to find forbidden whether virtual(a) lurch takes place in Saudi-Arabians cheers responses ( contingently manlys). It excessively touches the part of deli actually proficiency and its effects on hard-nosed competence. Additionally, it shows the ends and the similarities between natives paying attention, eulogy responses and Saudi males acclamations and compliment responses. The subjects were three convocations natives and non-native side afternoon teachers and non-native and non-side teachers. I put ond the discussion result test to come up with valid various results.It has been instal that there be no differences in compliments between Saudi males and native loudspeaker systems of side. Secondly, when responses to compliments be to be utter, differences arise. From the study, it was discovered that Saudi males do non give rise tail- similar compliment responses. Moreover, style proficiency does non endure a major role in practical sanction competence. As the I noniced from the responses to compliments that Saudi males whether majoring in English or not, they disclose the very(prenominal)(prenominal) responses take out that the English teachers group translate the responses literally into English.What does pragmatic autory-over mean? And does it have to do with proficiency of manner of speaking? Is it a maneuverdamental issue in moment actors line accomplishment? What do we mean by a compliment? How does compliment responses guinea pig communicating crack-up?Pragmatic bump off is defined as the influence of learners pragmatic knowledge of language and culture mark than the address language on their comprehension, production, and acquisition of L2 pragmatic information (Rizk 2003, p. 404).Pragmatic competence is absolutely inwrought in face-to-face interactions in a foreign language. Children drive pragmatic compete nce in their native language through interaction with their p atomic number 18nts or older children, in other words, engagement in contextualized communicatory activities. They arrive continuous feedback from pargonnts and peers who form appropriate routines, establish rules, and correct childrens inappropriate behavior. This feedback contri merelyes to the acquisition of the pragmatic skills required to function in their community. In contrast, to the highest degree swelled foreign language learners lack that type of input. Consequently, the classroom becomes the most important, and by chance the only, source of relevant input for the enhancing of their pragmatic competence.Compliments atomic number 18 a kind of speech acts that is reconcile in eitherday conversations. In fact, remunerative different compliments and responding differently is dependent on cultures and situational conversations. many cultures use a lot of compliments and praises whereas others may find it a s a kind of insincerity. Therefore, cross-cultural communication theory occur and any(prenominal)(prenominal)times may cause a kind of insulting to the other partner involved in a conversation.Al-khatib 2I have never come across some(prenominal) study on the Saudi community in wrong of compliment responses which furthers me to conduct much(prenominal) a study. However, legion(predicate) studies were done on several societies that reflect the signifi give the bouncece of carrying out such studies.The importance of the exhibit study arises where People consider that ESL Learners must learn honourable grammar rules and musical composition styles in classrooms whereas other aspects of the language can be acquired through devour or watching T.V. Actually, it can be done this way, however, we do not know how much time impart be allocated for it and how well learners would acquire semantic meanings without any guidance to make the situations cle ber and more intelligible.Havi ng done this, ESL learners will lack the appropriate ways of communication with native speakers of a particular language or even non-natives in everyday dialogues. In my opinion, lingual mistakes can be corrected and the person would be considered that he is not grammatically equal. However, semantic or pragmatic mistakes may cause offensive activity to the other person. Additionally, it might lead to miscommunication and misapprehend which results in communicative breakdown. Basically, communicative breakdown is communicative failure in which conversations halt at this point. When mis empathiseing takes place, none of the partners know what to say or how to reply to such pronounceions. unawareness of the others culture is the major cause of this problem. Therefore, teaching pragmatics is vestigial in ESL classes to change the students speak the commit language confidently and appropriately.Pragmatic competence is as essential and important as lingual competence. Being lin guistically competent does not necessarily means that you are pragmatically competent. In fact, cosmos able to construct grammatically correct sentences does not mean that theses sentences are pragmatically appropriate or even acceptable. I am discharge to shed a light on all these early mentioned topics, decision out from the result how pragmatic competence is important for SL learners.Literature check up onIntercultural miscommunications often occur when ESL Learners fall back on their L1 in realizing any kind of speech act in L2. In fact, the lacking of the target language bear witnessions and culture forces students to doAl-khatib 3that. That what is meant by pragmatic transportation system according to Rizk(2005). There are devil kinds of pragmatic transfer validating which is considered to be a proof of pragmatic universality among languages, and nix transfer which is organism not able to understand the target language which everlastingly results in pragmatic failure. Negative pragmatic transfer, as Rizk (2003) explains, takes the form of translating some formulaic expressions/ phrases functioning to express different speech acts in (L1) to express the equivalent speech act in L2. (p.405). El Samaty (2005) mentions one factor in that may influence pragmatic transfer and that is learners awareness of what constitutes a language particularized or a universal issue (p.342). Learners would not transfer an L1 pragmatic feature to L2 if they know that it is language specific. In fact, language specific refers to the features or expressions of a language which cannot be used in other languages.Pragmatic studies which deal with different speech acts have not been conducted public treasury recently. These studies focused on L1 in most cases, however later, L2 and cross-cultural communications have been introduced. The L2 pragmatic transfer researches have shown that in spite of being linguistically competent in a second language, learners are in all probability to transfer L1 pragmatic rules in their L2 production (El Samaty, 2005). Takahashi and Beebe (1998) theorized that there is a unequivocal relation between L2 proficiency and pragmatic transfer. They argued that more proficient learners take to the woods to transfer L1 socio-cultural norms more than less proficient learners because they have enough fancy over L2 to express L1 sentiments at a high pragmatic direct. Eslami-Rasekh (2004) backs this produce stating that linguistically competent learners do not necessarily possess comparable with(predicate) pragmatic competence. Even grammatically advance(a) learners may use language inappropriately and show differences from target-language pragmatic norms. In 1986, Blum-kulka and Olshtain used discourse completion tests to analyze the utterance length of requesting strategies in Hebrew. They collected the data from non-native speakers of Hebrew at three proficiency aims, and they found out that high-intermediate lear ners produced utterances lengthy than the utterances of low-intermediate and advanced learners, which was considered by the researchers as pragmatic failure ( Ghawi 2002, p.39).Compliments in both Arabic (Saudi culture) and American culturesCompliments have been defined by a lot of linguists. Compliments in short are praise that are said to hatfulAl-khatib 4to make them happy or to encourage and congratulate them on their success they achieve. Every culture has different types of compliments. Moreover, every culture uses various compliments according to variable situations. Therefore, cultures get dominating from each other. Many community think that they can pay any kind of compliments to people coming from different cultures claiming that we are vainglorious praise, so it is fine. In fact, it is not for several reasons. set-backly, compliments might be rarely used in a particular culture which people might think that it is a kind of being in contend or trying to get the oth er partner to your side. Secondly, some compliments in a specific culture might be considered insults in other cultures. For instance, we cannot compliment on a girl dictum you are fat in Arabic or even Malaysian or European cultures whereas the same clause can be understood as a compliment in the African culture.Saudi culture is a part of the Arabic culture except for very few differences in terms of tact and some other speech acts. In fact, Saudis unremarkably pay compliments on several things such as appearance, traits, and in-person skills. It is not something strange that Saudis frequently give complements Arabs in general comparable to pay much praise to each other. It seems that it is purposeful in a way that it keeps the relations among friends and relatives more intimate and it can be a tool sometimes to please somebody whom you feel that you upset her/him. English in Saudi Arabia is considered a foreign language. The medium of instruction at school, colleges and unive rsities is Arabic except in English departments where English is applied as the medium of instruction. Culture is carried and delivered through language, however, since the language is even so not totally there, so the culture would not be understood. Therefore, very few people speak English fluently and clearly. In fact, even the ones who speak fluently, they still have some problems with the western (English) culture. Consequently, pragmatic errors will appear in their speech.Compliments form.Compliment form refers to the kind of language used to express the compliment. The compliments differed in their length, use of metaphor and comparatives, and to some extent, syntactic structure. They were also similar in that both Saudi and American compliments were originally adjectival in that an adjective was responsible for their positive meaning.The American compliments are short, as in (1) through (3).Al-khatib 5(1) You look great.(2) Your car is nice.(3) Good job.If we analyze the American compliments to the Arabic compliments (Saudi in particular) we will find out that Saudi compliments are longer than the American ones. Consider this exampleEeh alhalawa dee ya wad, 3l3amar doobu tele2, 3rhamna ya sheek ya heelou.What is all this smartness man? The moon has however appeared We cannot take itThe length of the Saudi compliments appears to be think to to two features of Arabic discourse 1) Repetition of almost the same mood with a change in words and.2) The use of several adjectives in a series.The use of metaphor in Arabic culture varies from the American culture. In Arabic culture, the moon is the symbol of beauty because it appears at night where the world is full of dark, however, the moon shines up there lighting the landscape. Therefore, Arabs compare good-looking people with the moon. However, as we noticed from the previous examples of compliments by Americans and Saudis, both are using adjectives in their compliments. All these words (in English great, nice, good) and ( in Arabic helou, sheek= benignant, gentle) are adjectives.2 Attributes praised.There is no difference between the American and the Saudi culture when it comes to the kinds of attributes that people tend to compliment upon. Most of the situations where compliments are appropriate to be said and responded to are similar. Basically, Saudis and Americans usually pay compliments on appearance, skills, and traits. Appearance refers to ones look and include haircuts, eyes, and clothing. Skills refers to the quality of something produced or done. Traits refer to personality characteristics such as kindness, politeness and intelligence.Compliment responsesResponses to requests or apology can be easy and limited. These two kinds of speech acts might not differ much in most languages. Additionally, the responses can be shortened by locution either yes or no. However, when it comes to compliment responses a lot of things must be considered such as the kind of theAl-k hatib 6said compliment, the relationship between the speaker and the recipient and the culture. Both Americans and Saudis respond totally, differently to compliments. In fact, cultures play a major role in the responses.Usually, Arabs respond to compliments by go another compliment which is quite strange to people from different cultures in particular Americans. One of the compliment responses by Saudis was you are more handsome. Such a response may be problematic to people from another culture. interrogation questionsAs I mentioned earlier, the purpose of this study is to examine pragmatic transfer in compliment responses by Arabic learners of English(Saudis in particular). Three related research questions emergedWhat are the similarities and differences in compliments and compliments responses between male NSs and Saudi male NNSs of English?When speaking in English, will Saudis males compliment responses be closer to Arabic or English?To what extent language proficiency plays a role in their use of compliment responses?To resolving power these types of questions we should first collect the data of the study which was done on the subjects. methodologyFor more valid and serviceable results I have chosen 3 groups to conduct my study upon. The subjects are all males and they are in 30s. In fact, the reason place not choosing females is that the study was done in Saudi Arabia where it is so difficult to approach any woman. Additionally, all academic institutions are separate meaning that each gender (female, male) is in totally separate place and men are not allowed to enter ladies sections. Therefore, it was easier to choose just males.Group1 10 Americans (native speakers of English) English teachers.Group 2 10 Saudis (non-natives+ advanced learners, they are level 7)Group 3 10 Saudis (non-native+ low intermediate, they are level 2)Al-khatib 7Actually, these learners are students at Direct English institute in Saudi Arabia. In this institute, there are 8 le vels starting from 1 till 8. They take 7 classes in English weekly five classes with bilinguals and two classes with native speakers. In each level students take the same amount of classes and each level lasts for six weeks. The level of proficiency was interpreted according to this classification.Tool Discourse Completion Test.The tool consists of 5 scenarios created by the researcher. The subjects are expected to respond to the compliments given in the scenarios. Additionally, musing also has been used to come up with more valid results.First scenarioYou are wearing new gloomful jeans. Your friend complimented you you look handsome, blue is great on youYou say..Americans responded to the compliment with acceptance maxim thank or you really do my day.Those who responded in Arabic said but you are more handsome/this is because you have a good bask/ really? Swear to God.The third group who responded in English said your eyes are beautiful and they see everything beautiful other s responded I bought it in the sales, it is so cheap. Just one person said thanks, I like it tooSecond scenarioYou have just ended a calculating machine game scoring a very high score that many of your friends could not reach this point. One paid you a compliment you are so skillful and professional in this gameYou say close to Americans respond to the compliment with comment history saying thanks, I vie this game hundreds of time. Others said do you expect me to help you?Al-khatib 8The second group who responded in Arabic said stop making fun of meThe third group who responded in English said are you drab? I do not think so. You are just complimenting me. trey scenarioYou always come by time whenever there is a meeting or a party one gave you a compliment you are very punctualYou say .Americans responded to the compliment with comment acceptance saying thanks, it is my favorite habitThe first group who responded in Arabic said thanks, so are you . Those who responded in Englis h said but you are more punctual/ I think you are the symbol of punctuality. onward scenarioYour friends are in your house. And then you served them tea. One of your friends complimented on it saying the tea is very sweet and delicious you say.Americans responded to compliments with acceptance saying thank you some responded with acceptance offering the chemical formula would you like the recipe?Those who responded in Arabic saidthat is because your taste is sweet and you taste everything sweet/ your taste is distinct in that you know which is delicious and which is nasty.,Those who responded in English said I dipped my sweet finger in it that is wherefore it is sweet. others responded but you are much sweeter than the tea.Fifth scenarioYou solved a very tough equation in the class that no one could do it. Your professor was impressed with you. When you left, your friend paid you a compliment you are excellent, manAl-khatib 9You sayAmericans responded with comment acceptance thank s, but I was studying hard last night andothers offered their help do you want me to help you?Those who responded in Arabic said do you really think so? I know you are just complimenting me.Those who responded in English translate literally from Arabic saying but you are let outSixth scenarioYou redecorated your house in a very eye-catching way. Some visitors came over and paid you a very wonderful compliment saying what a beautiful decoration You are very tasteful.You say..Americans entirely responded with comment acceptance saying thanks a lot, you really made my day others responded this way actually it took me too longThe second group who responded in Arabic said thanks, you are very tasteful as well.The third group who simply translated from Arabic into English responded I do not think so. Do you really mean it or just complimenting? others said please no compliments, speak the truth is it beautiful or not?Results and findingsBased on the data collected from all the subjects and from observation, I have found out the following resultsThere are similarities in compliments between American and Saudi males in that both compliment on the same attributes which are traits, appearance, skills. Moreover, from my observation I found out that several other cultures such as Malaysian and Indians compliment on the same attributes which refer to positive pragmatic transfer shared by several cultures.There are many differences when it comes to compliment responses between American and SaudiAl-khatib 10males in which Saudi males do not produce target-like compliment responses. Alternatively, they bring about some expressions from their L1, which is Arabic, into English. In fact, this is exactly what negative pragmatic transfer means. People from different cultures will not understand what is meant by such responses so they tend to translate it literally. Consequently, they find it very insulting because they do not understand the speakers cultural purpose behind it. E ventually, this will lead them to communicative breakdown.Being linguistically competent does not mean you are pragmatically competent. In fact, proficiency in L2 does not necessarily lead to pragmatic competence in the target language as we noticed this from the responses. Advanced learners and low intermediate learners responded identically except that the advance learners translated the expressions from Arabic into English whereas the low intermediate learners responded in Arabic because they still have not got the ability to make grammatically correct sentences.Al-khatib 11ConclusionPragmatic competence is very crucial in learning any language. In my opinion, it is as important as linguistic competence. EFL/ESL teachers and curriculum designers should equally focus on enriching learners with cultural aspects of the language as well as the linguistic aspects. Learners have to be aware of the target language culture in order to comprehend the language violate and to be able to pr oduce pragmatically correct sentences. Consequently, communicative breakdown will gradually disappear in their speech.Culture is a fundamental factor in learning languages because it is responsible for the different speech acts produced by its native speakers. Basically, it is the bottom line for those who want to master the target language. Additionally, EFL teachers should die their students and encourage them to expose themselves as much as possible to the target language through TV programs, shows, movies, and news. It enhances the ability of mastering the target language.Limitations of the studyThe study aimed to find out whether Saudis produce target-like compliment responses or not. In fact, it asserts that there is a problem in terms of responding to compliments. However, it did not state some solutions to such a problematic issue. Therefore, I would suggest a research area for the future to find out some practical solutions to this problem. Moreover, there is another area of research as well which is can we teach pragmatic competence to SL learners as well as we are teaching linguistic competence? Is it possible? How would it be successful to the level of learners? What are the good methods that can be applied to teach pragmatic competence?Al-khatib 12