Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14965
Title: 
An exploratory study of criticism realization strategies used by NS and NNS of New Zealand English
Authors: 
Keywords: 
Interlanguage pragmatics
Speech acts
Criticizing
Second language learning
ESL learners
Pragmatic competence
Issue Date: 
2013
Citation: 
Nguyen, T. T. M. (2013). An exploratory study of criticism realization strategies used by NS and NNS of New Zealand English. Multilingua, 32(1), 103-130.
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.
URI: 
ISSN: 
1613-3684
Other Identifiers: 
10.1515/multi-2013-0005
Website: 
Appears in Collections:Journal Articles

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