The effect of instruction in pragmatics: Compliments & compliment responses

Abstract

Researchers claim that learners benefit from instruction in compliments and compliment responses in a foreign language context (Ishihara 2003a, 2011; Billmyer 1991). Others have found that a narrow range of syntactic formulas accounted for the majority of observed compliments. This study tries to investigate the learnability of compliments in a formal foreign language context. Also, attempt is made to find whether the formulas obtained lend support to the Asian model of preference for acceptance or rejection strategy as far as compliments and compliment responses are concerned. 40 female students participated in the study and an 18-item metapragmatic assessment questionnaire was administered. The results were examined through a t-test providing some evidence that instruction in pragmatics can make a positive difference in a formal context. Farsi-speaking female students using preference for acceptance strategy, cast doubt on the existence of any sort of strict dichotomy, but claiming that it's a matter of continuum. © 2011 ACADEMY PUBLISHER Manufactured in Finland.