بررسی مقابله‌ای ارزیابی واکنش به تحسین‌ و تمجید و راهبردهای سپاسگزاری در کتاب‌های سطح پیش‌متوسط کانون زبان ایران و تاچ‌استون 3

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
1 استادیار گروه زبان و ادبیات انگلیسی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران
2 کارشناس ارشد آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه آزاد‌ اسلامی واحد گرگان، گرگان، ایران
3 کارشناس ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه پیام‌نور، تهران، ایران.
چکیده
در حال حاضر، مقولۀ کنش­های گفتاری به یکی از موضوعات موردبحث در حوزۀ منظورشناسی تبدیل شده ­است. با این حال، شمار پژوهش­هایی که به مقایسۀ نحوۀ آموزش کنش­های گفتاری در کتاب­های آموزشی بین­المللی و کتاب­های داخلی چاپ­شده در ایران پرداخته باشند، بسیار معدود است. بنابراین، هدف پژوهش حاضر بررسی دو کنش گفتاری مهم، یعنی سپاسگزاری و واکنش به تحسین‌ و تمجید، در بخش مکالمۀ کتاب­های سطح پیش­متوسط کانون زبان ایران و کتاب تاچ­استون 3، است. 12 دیالوگ از کتاب تاچ­استون 3 و 27 دیالوگ از کتاب­های سطح پیش­متوسط کانون زبان ایران مورد تحلیل و بررسی قرار گرفته­ و مصادیق هر کدام از کنش­های گفتاری موردنظر شناسایی و استخراج شده­اند. نتایج نشان داده­اند که میان بسامدهای ابراز سپاسگزاری در کتاب­های سطح پیش­متوسط کانون زبان ایران و کتاب تاچ­استون 3، تفاوت معناداری وجود دارد؛ اما میان بسامد واکنش­های کلامی به تحسین ‌و تمجید در این دو کتاب، تفاوت معناداری شناسایی نشده ­است. علاوه بر این، نتایج به­دست­آمده حاکی از آنند که مقدار میانۀ آماری برای واکنش کلامی به تحسین ‌و تمجید در کتاب تاچ­استون 3 بالاتر بوده ­است؛ و درمقابل، مقدار میانۀ آماری برای کنش گفتاری سپاسگزاری در کتاب سطح پیش­متوسط کانون زبان ایران بالاتر ارزیابی شده ­است. این یافته­ها و نتایج، ارزش­های آموزشی مهم و کاربردی­ای برای معلم­های آموزش زبان انگلیسی (به­منزلۀ زبان خارجی) و توسعه­دهندگان مواد آموزشی دارند.

کلیدواژه‌ها

موضوعات


Ahadi, H. (2016). Pragmatic and grammatical competence in language impairment: A window onto
domain specificity. Language Related Research, 7(4), 1-21.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University
Press.
Bagherpour, Y., & Barkat, B. (2017). A pragmatic analysis of speech acts and language functions:
The case of English Result Series. Journal of Applied Linguistics and Language Research, 4(2), 125-
130.
Billmyer, K. (1990). "I really like your lifestyle": ESL learners learning how to compliment. Penn
Working Papers in Educational Linguistics, 6(2), 31-48.
Boxer, D. (2002). Applying sociolinguistics: Domains and face-to-face interaction. Philadelphia: John
Benjamins Publishing Company.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson
Education.
Cedar, P. (2006). Thai and American responses to compliments in English. The Linguistics Journal,
1(2), 6-28.
Chen, R. (1993). Responding to compliments: A contrastive study of politeness strategies between
American English and Chinese speakers. Journal of Pragmatics, 20(1), 49-75.
Cheng, D. (2011). New insights on compliment responses: A comparison between native English
speakers and Chinese L2 speakers. Journal of Pragmatics, 43(8), 2204-2214.
Cheng, S. W. (2005). An exploratory cross-sectional study of interlanguage pragmatic development of
expressions of gratitude by Chinese learners of English (Doctoral dissertation). University of Iowa.
Iowa Research Online, http://ir.uiowa.edu/etd/104

Cutting, F. (2002). Compliment and compliment response research: A cross-cultural survey. In W.
Bublitz, A.H. Jucker, & K.P. Schneider (Eds.), Handbooks of pragmatics: Pragmatics across
languages and cultures (pp. 79-101). Berlin: Walter de Gruyter.
Derakhshan, A. (2019). The relationship between Iranian EFL learners’ proficiency level and their
knowledge of idiosyncratic and formulaic implicatures. Language Related Research, 10(5), 1-27.
Derakhshan, A. & Taheri, F. (2012). An investigation into the frequency and types of pragmatic
features in EFL/ESL textbooks: The case of American Headway (2), Interchange (2), and Four
Corners (2). Book Review Journal of Foreign Languages, 1(2), 87-106.
Ebadi, S., Beigzadeh, M., & Sabzevari, S. (2015). A cross-cultural study of compliment response
patterns across gender in Persian and English. Modern Journal of Language Teaching Methods, 5(2),
78-92.
Ebadi, S., & Pursiah, F. (2015). The effect of social class on Persian EFL learners’ pragmatic
performance of Speech act of compliment responses. Global Journal of Foreign Language Teaching,
5(2), 157-170.
Eisenstein, M., & Bodman, J. (1995). Expressing gratitude in American English. In G. Kasper & S.
Blum-Kulka (Eds.), Inter-language pragmatics (pp. 64-81). NY: Oxford University Press.
Eisenstein, M., & Bodman, J. W. (1986). “I very appreciate”: expressions of gratitude by native and
nonnative speakers of American English. Applied Linguistics, 7(2), 167-185.
Faqe, C. K., Jbrael, S. J., & Muhammad, K. R. (2019). The Use of Thanking Speech Act Strategies in
English Realized by Kurdish EFL Learners at Soran University. Education Quarterly Reviews, 2(3),
640-650.
Garcia, P. (2004). Differences in speech act recognition: A pragmatic awareness study. Language
Awareness, 13, 96-115.
Halliday, M. (1978). Coming to terms with pragmatics. In N. Ishihara & A. D. Cohen (Eds.), Teaching
and learning pragmatics (pp. 3-21). Edinburg: Pearson Education.
Halliday, M. (1975). Learning how to Mean. London: Edward Arnold.
Heidari, M. A., Rezazadeh, M., & Eslami Rasekh, A. (2009). A contrastive study of compliment
responses among male and female Iranian teenage EFL learners. The International Journal of
Language Society and Culture, 29(1)8-31.

Herbert, R. K. (1989). The ethnography of English compliments and compliment responses: A
contrastive sketch. In W. Oleksy (Ed.), Contrastive pragmatics (pp. 3-36). Philadelphia: John
Benjamins, Publishing Company.
Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretations of English texts.
TESOL Quarterly, 28(2), 353-376.
Holmes, J. (1988). Paying compliments: A sex-preferential politeness strategy. Journal of Pragmatics,
12(4), 445-465.
Holmes, J. (1993). New Zealand women are good to talk to: An analysis of politeness strategies in
interaction. Journal of Pragmatics, 20(2), 91-116.
Holmes, J., & Brown, D. F. (1987). Teachers and students learning about compliments. TESOL
Quarterly, 21(3), 523-546.
Hutchinson, T. & Torres, E. (1994). 'The textbook as agent of change'. ELT Journal, 48 (4), 315-
328.
Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), sociolinguistics
(pp. 269-293). Harmondsworth, England: Penguin Books.
Jalilian, M., & Roohani, A. (2016). Evaluating speech acts in ELT textbooks: The case of
compliments and complaints in the touchstone series. Research in English Language Pedagogy,
4(1), 101-114.
Jasim, T. A. (2012). A speech act study of selected zcademic English book reviews with special
reference to compliment and criticism. Al-Adab Journal, (101), 34-55.
Kohandani, M., Farzaneh, N., & Kazemi, M. (2014). A critical analysis of speech acts and
language functions in Top Notch Series. Procedia - Social and Behavioral Sciences, 98, 1009-1015.
McCarthy, M., McCarten, J., & Sandiford, H. (2005). Touchstone 3. Cambridge, UK: Cambridge
University Press.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture.
ELT journal, 67(3), 294-301.
Meier, A. (2003). Posting the banns: a marriage of pragmatics and culture in foreign and second
language pedagogy and beyond. In A. Martínez Flor, E. Usó Juan, & A. Fernández Guerra (Eds.).
Pragmatic Competence and Foreign Language Teaching (pp. 185–210). Castellon: Universitat
JaumeI.
Meihami, H., & Khanlarzadeh, M. (2015). Pragmatic content in global and local ELT textbooks: A
micro analysis study. SAGE Open, 5(4), 1-10.
Mojica, L. A. (2002). Compliment-giving among filipino college students: An exploratory study.
Asia Pacific Education Review, 3(1), 115-124.
Morady Moghaddam, M., Hosseini Fatemi, A., & Malekzadeh, S. (2012). A study of the
pronunciation teaching and its place in high-school English books in Iran. Language
Related Research, 3(2), 1-25.
Niezgoda, K., & Röver, C. (2001). Pragmatic and grammatical awareness: A function of the learning
environment. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 63-79).
England: Cambridge University Press.
Nu, T., & Anh, T. (2018). How EFL textbooks accommodate pragmatics: An investigation into a
newly published textbook series for Vietnamese upper-secondary school students. English Australia
Journal, 33(2), 37-42.
Ohashi, J. (2008). Linguistic rituals for thanking in Japanese: Balancing obligation. Journal of
Pragmatics, 40(12), 2150-2174.
Olshtain, E., & Weinbach, L. (1993). Interlanguage features of the speech act of complaining. In G.
Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 108-122). England: Oxford University
Press.

Phoocharoensil, S. (2012). L2 English compliment responses: An investigation of pragmatic
transfer. International Journal of Applied Linguistics & English Literature, 1(6), 276-287.
Pomerantz, A. M. (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,
NY: Academic Press.
Rees-Miller, J. (2011). Compliments revisited: Contemporary compliments and gender. Journal of
Pragmatics, 43(11), 2673-2688.
Richards, J. C., & Schmidt, R. (2010). Dictionary of language teaching & applied linguistics (4th ed.).
Harlow, Great Britain: Pearson Education Limited.

Searle, J. R. (1976). A classification of illocutionary acts. Language in Society, 5(1), 1-23.
Shabani, M., & Zeinali, M. (2015). A comparative study on the use of compliment response strategies
by Persian and English native speakers. Advances in Language and Literary Studies, 6(5), 58-66.
Shahsavari, S., Alimohammadi, B., & Rasekh, A. E. (2014). Compliment responses: A comparative
study of native English speakers and Iranian L2 speakers. Procedia-Social and Behavioral Sciences,
98, 1744-1753.
Sharifian, F., Chalak, A., & Dehkordi, Z. (2019). The Persian cultural schema: compliment response
strategies on social networking sites among Persian EFL learners. The Journal of Applied Linguistics
and Applied Literature: Dynamics and Advances, 7(2), 61-81.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.
Takahashi, T., & Beebe, L. M. (1987). The development of pragmatic competence by Japanese
learners of English. JALT Journal, 8(2), 131-155.
Tang, C.-H., & Zhang, G. Q. (2009). A contrastive study of compliment responses among Australian
English and Mandarin Chinese speakers. Journal of Pragmatics, 41(2), 325-345.
Tomlinson, B. (Ed.). (2008). English language learning materials: A critical review. Bloomsbury
Publishing.
Väljataga, T., & Fiedler, S. (2014). Going digital: Literature review on E-textbooks. Learning and
collaboration technologies. Designing and developing novel learning experiences (pp. 138–148).
Springer International Publishing.
Vellenga, H. (2004). Learning pragmatics from ESL & ESL textbooks: How likely? TESLEJ,
8(2). Retrieved from ERIC database. (EJ1068091).
Wolfson, N., Marmor, T., & Jones, S. (1989). Problems in the comparison of speech acts across
cultures. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and
apologies (Vol. 31, pp. 174-196). Norwood, NJ: Ablex.

Yu, M. C. (2004). Interlinguistic variation and similarity in second language speech act behavior. The
Modern Language Journal, 88(1), 102-119.