فهرس المقالات Compliment

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  1 - Evaluating Speech acts in ELT Textbooks: The Case of Compliments and Complaints in the Touchstone Series
  Mahdieh Jalilian Ali Roohani
  Textbooks play an important role in English Language Teaching (ELT), particularly in the English as a Foreign Language (EFL) context where it provides the primary linguistic input. The present research was an attempt to comparatively evaluate the Touchstone series in te أکثر

  Textbooks play an important role in English Language Teaching (ELT), particularly in the English as a Foreign Language (EFL) context where it provides the primary linguistic input. The present research was an attempt to comparatively evaluate the Touchstone series in terms of compliment and complaint speech acts. Four Touchstone textbooks (Book 1, Book 2, Book 3, and Book 4) were selected and content analysis was done using Olshtain and Weinbach’s (1993) complaint strategies and Wolfson and Manes’ (1980) classification of compliment. The frequencies and percentages of compliments and complaint speech acts were obtained. Data analysis showed that, first, the total frequency of the complaint speech act was higher in Touchstone, Book 4 than the other three textbooks; second, the frequency of complaint and compliment speech acts in the Writing section was quite low, but the Conversation section had a high frequency of compliment speech act in the Touchstone series; third, the expression of annoyance or disapproval complaint strategy was frequently used in the Touchstone series; fourth, the compliment strategy of ‘noun phrase + looks/is (intensifier) adjective’ was very frequent in the Touchstone series; finally, there was a significant difference between the frequencies of the two speech acts, in general, in the four Touchstone textbooks. Considering the weaknesses and strengthens of Touchstone series, implications for teachers, material developers, and textbook writers are provided. تفاصيل المقالة
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  2 - Raising EFL Learners’ Pragmatic Competence via Teaching Compliments: The Case of Explicit vs Implicit Instruction in Focus
  Hossein Isaee Hamed Barjesteh
  Teaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aime أکثر

  Teaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aimed to investigate whether explicit and implicit instruction of compliment speech acts could help EFL learners achieve pragmatic appropriateness in authentic communication. The study comprised 60 intermediate EFL learners, 21 males, and 39 females, from a private English language institute in Amol. Participants were divided into two groups of 30 learners each - explicit and non-explicit. The teacher-researchers taught both groups how to give and respond to compliments, using explicit techniques for one group and implicit techniques for the other. Participants received a Written Discourse Completion Task (WDCT) before and after the intervention to evaluate their pragmatic competence. The obtained data were analyzed using Statistical Package for Social Sciences (SPSS), and a noteworthy disparity between the pre-test and post-test scores of both groups was revealed. Although both methods enhanced the pragmatic competence of EFL learners, the explicit group demonstrated more significant improvement compared to the implicit group. Findings testify that appropriate instruction can lead to better outcomes. تفاصيل المقالة
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  3 - بازتاب کمال نبوی در دیوان خاقانی
  عطامحمد رادمنش
  نقشبند آفرینش، ملک و ملکوت و خاک و افلاک را با تمام شگفتیها و تنوّع و تکثـّرش و حتـّی آدم صفیّ الله را طفیل شاه بیت غزلِ دیوان هستی قرار داد. رهپویان وادی حقیقت نبوی با پیروی از گفتار و سیرة او –که منبعث از سرچشمة وحی است- سعادت و کمال خود را رقم می‌زنند و به موج أکثر

  نقشبند آفرینش، ملک و ملکوت و خاک و افلاک را با تمام شگفتیها و تنوّع و تکثـّرش و حتـّی آدم صفیّ الله را طفیل شاه بیت غزلِ دیوان هستی قرار داد. رهپویان وادی حقیقت نبوی با پیروی از گفتار و سیرة او –که منبعث از سرچشمة وحی است- سعادت و کمال خود را رقم می‌زنند و به موجودیّت خود معنی می‌بخشند. هنرمندان بویژه سخنوران سخته و سخن سنج، با ارادتی خالصانه و عاشقانه بدان محمودِ حق روی می‌آورند و از دریای خرد و معالی او مرواریدهای معرفت گرفته، دُرهای معانی سُفته، کلام خود را بدانها می‌آرایند و از پرتو این گهرهای رخشان هدایت روان خود را روشن و آثار خویش را مانا و پویا می‌سازند. از میان سرایندگان نامدار، خاقانی-که بحق "حسّان عجم" لقبش داده‌اند- در این باب بیش از دیگران اقبال داشته است؛ این چابکسوار پیشتاز سمند سخن، گوی ستایشگریِ برگزیدة حق را در میدان مدیحه سرایی از همگنان در ربوده و به دربرده است. او توانسته است هنرمندانه با خیالپردازیهای نغز و تصویر آفرینی‌های بدیع بالفظ و معانی بشکوه، هنر و فضیلت رسول مهر را بنمایاند و به شعر خود مقبولیّت و اعتبار بیشتر بخشد. پژوهنده در این تحقیق بر آن است که به بررسی ابعاد مضامین و مفاهیمِ برخاسته از هنر و اندیشه و خامة خاقانی در ستایش ابعاد هنری مختارِ حق بپردازد و با استناد به شواهد و مصادیق شعری حقّ مطلب را ادا کند. تفاصيل المقالة
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  4 - A Contrastive Analysis of Persian and English Compliment, Request, and Invitation Patterns within the Semantic Metalanguage Framework
  Mohammad Bagher Shabani Ali Malmir Shahram Salehizadeh
  Speech acts shape the core of pragmatic competence and their mastery is a prerequisite for successful dis- course encounters in an L2. Cross-cultural comparisons, as claimed by Johnstone (2018), are very effec- tive for knowing and acquiring the speech acts. Accordingly أکثر

  Speech acts shape the core of pragmatic competence and their mastery is a prerequisite for successful dis- course encounters in an L2. Cross-cultural comparisons, as claimed by Johnstone (2018), are very effec- tive for knowing and acquiring the speech acts. Accordingly, the purpose of this study was to compare a limited number of communicative routines in English and Persian within the framework of the Natural Semantic Metalanguage (NSM) developed by Wierzbicka (1991) and to examine if the words uttered by speakers at the surface level (exterior) would match their thoughts (interior) especially in such routines as compliment, request, and invitation patterns. The participants comprised 21 MA students studying Eng- lish language teaching. The data was obtained by a validated researcher-made questionnaire containing both structured and unstructured items and 10 scenarios on the basis of which the study participants pro- vided comments, appropriate expressions, and responses. For the English routines, the data was obtained from three English plays. The aforementioned communicative routines in Persian were described in terms of their NSM while the metalinguistic components for the English routines were adopted from Wierz- bicka (1991). The results indicated that the NSM provided rich insights into subliminal cross-cultural dif- ferences. Since this study makes use of simple cultural scripts (similar to circumlocution) to describe communicative routines in both English and Persian, learners can easily understand differences within the hidden cross-cultural bound interactions. Implications of the study suggest that both EFL teachers and learners can gain more profound insights about the cross-cultural sociopragmatic differences between English and Persian. تفاصيل المقالة