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Perception of politeness and the underlying cultural conceptualisations

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Latest Issue of Pragmatics and Society 8 (2):231-253 (2017)

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  1. Compliment response patterns between younger and older generations of Persian speakers.Mehdi Sarkhosh &Ali Alizadeh -2017 -Pragmatics and Society 8 (3):421-446.
    The majority of studies on compliment response have investigated CR patterns and norms among different cultural groups and communities. The present study investigated the shifting of CR patterns across generations within the same speech community. To this end, 272 Persian speakers were chosen from among high school students and teachers. A discourse completion task with four complimenting situations was administered. The findings revealed that the new generation of Persian speakers, regardless of their gender, had shifted their CR patterns and overwhelmingly (...) accepted compliments. This change is attributed to the changing interpretations and conceptions of politeness and to the influx of English culture, through exposure to English media, internet, TV series, films, etc., among the new generation of Persian speakers. (shrink)
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  • Compliment Response (CR) patterns among English vs. Persian teachers: Cultural transmission of CR behavior?Zahra Jalilzadeh Mohammadi &Karim Sadeghi -2021 -Lodz Papers in Pragmatics 17 (1-2):153-174.
    The purpose of the present study was to compare differential functioning of Iranian English versus Persian teachers in responding to compliments and to investigate the possibility of sociolinguistic transmission of speech act of responding to compliments from English culture to native Iranian Persian speakers. Following Chen and Yang (2010), we hypothesized that exposure to English would affect the complimenting behavior of Persian speakers, leading to more acceptance of compliments compared to those with little or no exposure to English. Participants of (...) the study were 50 English teachers, regarded as “exposed-to-English” or E group, and 50 Persian teachers, considered as “unexposed-to-English” or U group. The participants’ age ranged from 20 to 35 and they were selected through non-randomized convenience sampling. A Discourse Completion Test (DCT) comprising eight complimenting situations was developed in two versions, i.e. English and Persian, in light of Mane’s (1983) taxonomy. The results revealed a significant difference in performance between groups and that Iranian English teachers’ Compliment Response (CR) behavior changed due to exposure to English and approached English culture. Further findings and implications are discussed in the paper. (shrink)
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