191105

CİNSİYET AYRIMINA DAYALI BİR TOPLUMDA BİR YABANCI DİLİN KULLANIMBİLİMSEL FARKINDALIĞI

Bu çalışmanın amacı bir Suud üniversitesinde İngilizce eğitimi alan Suudlu kız ve erkek öğrencilerin anadili İngilizce olan ve olmayan konuşmacılar tarafından kullanılan iltifat sözeylemlerini nasıl değerlendirdiklerini araştırmaktır. Çalışmanın başlangıcında kız ve erkek öğrencilerin birbirinden tamamen farklı ortamlarda ve koşullarda eğitim aldıklarından dolayı kullanımbilimsel farkındalık açısından farklılık gösterecekleri, ve toplumun yapısından dolayı erkek öğrencilerin ana dili İngilizce olan konuşmacılarla daha rahat iletişim kurabilme olanağına sahip oldukları gerçeğinden yola çıkılarak erkek öğrencilerin kız öğrencilere gore daha yüksek seviyede kullanımbilimsel farkındalığa sahip olacakları varsaylmıştır. 36 erkek ve 55 kız öğrencinin katıldığı bu çalışmada veri toplama aracı olarak daha once Bulut ve Özkan (2005) tarafından geliştirilmiş ve kullanılmış olan on maddelik bir kullanımbilim değerlendirme testi kullanılmışır. Sonuçlar Suudlu kız öğrencilerin daha yüksek seviyede bir kullanımbilimsel farkındalığa sahip olduklarını ve anadili İngilizce olmayan konuşmacıların ürettikleri iltifat sözeylemi ifadelerini değerlendirmede Suudlu kız öğrenciler ile anadili İngilizce olan değerlendirmeciler arasında daha güçlü bağıntılar olduğunu göstermiştir. Bu sonuç, her iki eğitim kanalının da araşünlması gereken kendine özgü bağlamsal özelliklerinin olduğunu göstermektedir

Anahtar Kelimeler:

kullanımbilimsel farkındalık, sözeylemler, cinsiyet, iltifat sözeylemi

PRAGMATIC AWARENESS OF A FOREIGN LANGUAGE IN A GENDER-SEGREGATED SOCIETY

This study investigates how Saudi male and Saudi female learners studying English at a Saudi University judge native and non-native complimenting expressions. In this study, it was hypothesized that Saudi male and female learners of English would differ in their judgments of native and non-native complimenting expressions in English as they are exposed to different norms and have different channels of interaction in English, and that Saudi male students would be better in their judgments due to the structure of the society which would give them more opportunities to interact with native speakers. 36 male and 55 female students participated, and a ten-item pragmatic judgment test, which was originally developed and used by Bulut and Özkan (2005), was also used for this study. The results showed that Saudi female learners had a better perception of the native speaker complimenting expressions compared to Saudi male learners, and had stronger correlations with native speaker judgments for judging non-native complimenting expressions. This shows that both channels of education have their own contextual features which need further exploration.

Keywords:

pragmatic awareness, speech acts, gender, compliments,

PDF

___

Bardovi-Harlig, K. (1992). Pragmatics as part of teacher education. TESOL Journal, 1, 28-32.

Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-259.

Barnlund, D. C. & Araki, S. (1985). Intercultural encounters: The management of compliments by Japanese and Americans. Journal of Cross-Cultural Psychology, 16(1), 9-26.

Billmyer, K. (1990). I really like your lifestyle : ESL learners learning how to compliment. Working Papers in Educational Linguistics, 6(2), 31-48.

Bulut, D. & Özkan, I. B. (2005). A corpus-based approach to teaching and assessment of speech acts: Complimenting in English as a foreign language. In G. König, I. Özy ld r m, D. Ayd n & A. Altan (Eds.), Dilbilim ve Uygulamalar [Linguistics and Its Applications] (pp.38-67). Istanbul: Multilingual.

Carrell, P. L. & Konneker, B. H. (1981). Politeness: Comparing native and nonnative judgments. Language Learning, 31(1), 17-30.

Chen, R. (1993). Responding to compliments: A contrastive study of politeness strategies between American English and Chinese speakers. Journal of Pragmatics, 20, 49-70.

Coates, J. (1986). Women, men and language. Harlow, Essex: Longman. Enssaif, Z. A. (2005). Compliment behavior: Strategies and realizations in English and Arabic. Unpublished MA thesis, King Saud University, Kingdom of Saudi Arabia.

Farghal, M., & Al-Khatib, M. A. (2001). Jordanian college students response to compliments: A pilot study. Journal of Pragmatics, 33, 1485-1502.

Farghal, M., & Haggan, M. (2006). Compliment behavior in bilingual Kuwaiti college students. International Journal of Bilingual Education and Bilingualism, 9(1), 94-118.

Golato, A. (2002). German compliment responses. Journal of Pragmatics, 34, 547- 571.

Herbert, R. K. (1990). Sex-based differences in compliment behavior. Language in Society, 19, 201-224.

Herbert, R. K. (1997). The sociology of compliment work in Polish and English. In N. Coupland & A. Jaworski (Eds.), Sociolinguistics (pp. 487-500). London: Macmillan.

Hinkel, E. (1997). Appropriateness of advice: DCT and multiple choice data. Applied Linguistics, 19(1), 1-26. Holmes, J. (1986). Compliments and compliment responses in New Zealand English. Anthropological Linguistics, 28(4), 485-508.

Holmes, J., & Brown, D. (1987). Teachers and students learning about compliments. TESOL Quarterly, 21, 523-546.

Jaworski, A. (1995). This is not an empty compliment! Polish compliments and the expression of solidarity. International Journal of Applied Linguistics, 5, 63-94.

Kasper, G. (1997). Can pragmatic competence be taught? Honolulu: University of Hawai i, Second Language Teaching and Curriculum Center. Available at http://www.lll.hawaii.edu/nflrc/NetWorks/NW6.

Kitao, K. (1990). A study of Japanese and American perceptions of politeness in requests. Doshida Studies in English, 50, 178-210.

Koike, D. A. (1996). Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures (pp. 257-281). Berlin: Mouton de Gruyter.

Lorenzo-Dus, N. (2001). Compliment responses among British and Spanish university students: A contrastive study. Journal of Pragmatics, 33, 107- 127.

Manes, J. (1983). Compliments: A mirror of cultural values. In J. N. Wolfson and E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 96-102). Rowley, MA: Newbury House.

Manes, J., & Wolfson, N. (1981). The compliment formula. In F. Coulmas (Ed.), Conversational Routine (pp. 115-132). New York: Mouton.

Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635-679.

Matsumura, S. (2003). Modelling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465-491.

Nelson, G. L., El Bakary, W., & Al Batal, M. (1996). Egyptian and American compliments: Focus on second language learners. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (109-128). Berlin: Mouton de Gruyter.

Niezgoda, K., & Röver, C. (2001). Pragmatic and grammatical awareness. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching (pp. 63-79). Cambridge: Cambridge University Press. shtain, E., & Blum-Kulka, S. (1985). Cross-cultural pragmatics and the testing of communicative competence. Language Testing, 2, 16-30.

Pomerantz, A. (1978). Compliment responses: Notes on the co-operation of multiple constraints. In J. Schenkein (Ed.), Studies in the organization of conversational interaction (pp. 79-112). New York: Academic Press.

Ruhi, . (2006). Politeness in compliment responses: A perspective from naturally occuring exchanges in Turkish. Pragmatics, 16(1), 43-101.

Ruhi, ., & Do an, G. (2001). Relevance theory and compliments as phatic communication: The case of Turkish. In A. Bayraktaro lu & M. Sifianou (Eds.), Linguistic politeness across boundaries: The case of Greek and Turkish (pp. 341-390). Amsterdam: Benjamins.

Schauer, G. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269-318.

Schmit, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 138-157). New York: Oxford University Press.

Suh, J. (1999). Pragmatic Perception of politeness in requests by Korean learners of English as a second language. IRAL, 37(3), 195-213.

Tanaka, S., & Kawade, S. (1982). Politeness strategies and second language acquisition. Studies in Second Language Acquisition, 5, 18-33.

Tannen, D. (1990). You just don t understand: Women and men in conversation. New York: William Morrow. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91- 112.

Turjoman, M. O. (2005). Saudi gender dif erences in greetings and leave-takings. Unpublished doctoral dissertation, Ball State University, USA.

Walters, J. (1979). The perception of politeness in English and Spanish. In C. Yorio, K. Perkins, & J. Schachter (Eds.), On TESOL 79: The learner in focus (pp. 288-298). Washington, DC: TESOL.

Wolfson, N. (1983). An empirically based analysis of complimenting in American English. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 82-95). Rowley, MA: Newbury House.

Wolfson, N. & Manes, J. (1980). The compliment as a social strategy. Papers in Linguistics, 13, 391-410.