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Multilingua

Journal of Cross-Cultural and Interlanguage Communication

Ed. by Piller, Ingrid


IMPACT FACTOR 2018: 0.800
5-year IMPACT FACTOR: 1.109

CiteScore 2018: 0.95

SCImago Journal Rank (SJR) 2018: 0.881
Source Normalized Impact per Paper (SNIP) 2018: 1.152

Online
ISSN
1613-3684
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Volume 32, Issue 1

Issues

An exploratory study of criticism realization strategies used by NS and NNS of New Zealand English

Thi Thuy Minh Nguyen
Published Online: 2013-01-25 | DOI: https://doi.org/10.1515/multi-2013-0005

Abstract

This study explores how a group of learners of English as a second language (ESL) criticize in everyday situations compared to the native speaker (NS) with a view to expanding the range of speech acts under inquiry in the interlanguage pragmatics (ILP) literature. Data were collected from five NSs of New Zealand English and five intermediate learners, with mixed first languages, via eight role-play situations. Findings show that the learners criticized in significantly different ways from the NSs. Unlike the NSs, who made regular use of all strategies, the learners relied predominantly on direct criticism and requests for change. The learners also opted out for different reasons than the NSs in those situations where both groups found criticizing inappropriate, and varied their pragmatic choices less considerably according to context. Furthermore, where learners used the same strategy as the NSs, they differed greatly in their choice of semantic formulas and mitigating devices.

Keywords: interlanguage pragmatics; speech acts; criticizing; second language learning; ESL learners; pragmatic competence

About the article

Published Online: 2013-01-25

Published in Print: 2013-01-24


Citation Information: Multilingua, Volume 32, Issue 1, Pages 103–130, ISSN (Online) 1613-3684, ISSN (Print) 0167-8507, DOI: https://doi.org/10.1515/multi-2013-0005.

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Citing Articles

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[1]
Thi Thuy Minh Nguyen, Thi Thanh Ha Do, Anh Tuan Nguyen, and Thi Thanh Thuy Pham
Language Awareness, 2015, Volume 24, Number 2, Page 169
[2]
Ming-Fang Lin
Journal of Language Teaching and Research, 2014, Volume 5, Number 3

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