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The Acquisition of Pragmatic Competence: Compliment Response Strategies in Learners of Spanish

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The Acquisition of Pragmatic Competence: Compliment Response Strategies in Learners of Spanish Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2009 The cquia sition of pragmatic competence: compliment response strategies in learners of Spanish James Bryant Smith Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Linguistics Commons Recommended Citation Smith, James Bryant, "The ca quisition of pragmatic competence: compliment response strategies in learners of Spanish" (2009). LSU Doctoral Dissertations. 2569. https://digitalcommons.lsu.edu/gradschool_dissertations/2569 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE ACQUISITION OF PRAGMATIC COMPETENCE: COMPLIMENT RESPONSE STRATEGIES IN LEARNERS OF SPANISH A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy In The Interdepartmental Program in Linguistics by James Bryant Smith B.A., University of Southern Mississippi, 2003 M.A., Louisiana State University, 2005 December 2009 DEDICATION This dissertation is dedicated to the faculty and students, past and present, of the Interdepartmental Program in Linguistics at LSU. ii ACKNOWLEDGMENTS I would first like to thank my parents for their support throughout my academic career. Without their patience and understanding in this long process, you would not be reading this dissertation. I would also like to thank my friends for their emotional support, especially Molly Kimble (Campbell), Rebecca McNair-Calissi, Marty Johnson, Britton Jones, Dr. Patrick Redmill, Stephenie “Stella” Werline, and Luis Espinoza. You didn’t always understand the specifics of what I was going through, but you supported me nonetheless. I give a very special thanks to my peers and classmates who became my friends in this process, especially Danielle Alfandre and Tracy LeBlanc. We’ve gone through this often seemingly endless process together and I couldn’t have done it without you. To Bea Gonzalez, Terri Schroth, Erin Kyles, Josh Nave, Sandra Ovino, Gabrielle Garner, Katie Berchak, Luis Moreno, and especially the incomparable Dr. Stacy Anne Reynolds-Case: thank you all for being there so I could vent to you about the hard times and celebrate the good. Your feedback and encouragement have meant so much. To Miss Sarah Vitale: thanks for all the office time and 5ks, boo. We did it (“ ¡JOOO! ”) To Dr. Rachel Stokes and the group: Janina, Mandi, David, Ryan, and Suzanne. Your support and insight were extremely helpful and motivating. I wish you all the best of luck in all your pursuits, academic and otherwise. I want to acknowledge the faculty members of the University of Southern Mississippi and Meridian Community college and Kimberly Grace Davis. I give special thanks to Beth Carver Calderón for showing me that a gringo could indeed learn Spanish. I thank Dr. Luz Marina Escobar, Elisa Sierra, and particularly Dr. Leah Fonder-Solano for encouraging me to be the best I could be. I would also like to thank the faculty and students of La Universidad de las Américas in Puebla, Mexico. iii I would like to thank the faculty members of the Department of Foreign Languages and Literatures and the Interdepartmental Program in Linguistics at LSU. A special thanks goes to the instructors of Spanish and English who so kindly granted me access to their students. Thanks to Dr. Elena Castro, Dr. Joseph Ricapito, and Dr. Joshua Thoms for all you’ve done over the years. To Dr. Lisi Oliver: I’ll never think of “crawfish” the same way again and I hope you don’t either. I’d like to thank Dr. Janna Oetting for her statistical help and for a much-needed dose of motivation that I needed to get the ball rolling. To Dr. Michael Hegarty: thank you for your patience and your thorough feedback and instruction. I will never forget how you served the Linguistics Program and its students. Your input was extremely helpful and appreciated. To Dr. Brody: You have shown me that “language is culture and culture is language” and so much more. I’m so glad I had the pleasure to learn from you. My biggest thanks, however, goes to Dr. Jeremy King for appearing at my darkest academic hour and helping me see the light at the end of the tunnel. As much as I dreaded your extensive feedback at times, it made this dissertation better. You have encouraged and guided me at every step throughout this process and I am eternally grateful. I’d like to thank Catfish, for reasons which are well known to him. Finally, I’d like to thank the students of Spanish that I’ve had the privilege to teach at LSU. You didn’t know it, but I learned as much from you as you did from me. Muchas gracias . iv TABLE OF CONTENTS DEDICATION.................................................................................................................................ii ACKNOWLEDGMENTS..............................................................................................................iii LIST OF TABLES..........................................................................................................................ix ABSTRACT...................................................................................................................................xi CHAPTER ONE. INTRODUCTION..............................................................................................1 1.1 Introduction……………………………………………………………………………1 1.1.2 Background of Study………………………………………………………..1 1.2 Purpose…………………………………………………………….……………....…..3 1.3 Rationale………………………………………………………………………………4 1.4 Organization of Study…………………………………………………….………...…5 1.5 Summary…………………………………………………………….………...………6 CHAPTER TWO. LITERATURE REVIEW..................................................................................7 2.1 Introduction....................................................................................................................7 2.2 Speech Act Theory.........................................................................................................7 2.2.1 Austin and Searle............................................................................................8 2.2.2 Criticisms of Speech Act Theory...................................................................9 2.2.3 Responses to Speech Act Theory by Hispanists.............................................9 2.2.4 Speech Act Discussion..................................................................................11 2.3 Universal Maxims (Cultural Variation)……...............................................................12 2.3.1 Critiques of Grice’s Maxims.........................................................................13 2.3.2 Defending the Universality of Maxims.........................................................15 2.3.2 Maxim Discussion........................................................................................17 2.4 Studies on Speech Acts in Spanish..............................................................................17 2.5 Cross-cultural and Cross-linguistic Variation in Speech Acts.....................................20 2.6 Acquiring Pragmatic Competence in the L2................................................................24 2.6.1 Brief History of Language Teaching............................................................25 2.6.2 Pragmatics in Current L2 Teaching Curricula..............................................28 2.7 Pragmatics and Politeness............................................................................................31 2.7.1 Acquiring Pragmatic Principles in the L2.....................................................34 2.7.2 Pragmatic Acquisition: Discussion...............................................................42 2.8 Compliment Responses................................................................................................43 2.8.1 The Acquisition of Compliment Responses.................................................45 2.9 Conclusion...................................................................................................................47 CHAPTER THREE. PILOT STUDY…………………………………………………………....49 3.1 Introduction.................................................................................................................49 3.2 Methods........................................................................................................................49 3.2.1 Participants....................................................................................................49 3.2.2 Instrument.....................................................................................................50 3.2.3 Data Analysis................................................................................................50 v 3.3 Results..........................................................................................................................51 3.3.1 CR Strategy Use by Class Level...................................................................51 3.3.2 CR Use by Interlocutor.................................................................................54 3.4 Discussion....................................................................................................................60
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