Compliments, Self-Praise, and Self-Denigration among Nonnative English Users in an Online Setting

Autor/in	Dendenne, Boudjemaa
Titel	Compliments, Self-Praise, and Self-Denigration among Nonnative English Users in an Online Setting
Quelle	In: TESL-EJ, 25 (2021) 1, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Computer Mediated Communication; Speech Acts; Pragmatics; Intercultural Communication; Communication Strategies; Discourse Analysis; Computational Linguistics; Foreign Countries; Social Networks; Program Descriptions; Exchange Programs; Cultural Awareness; Cultural Differences; Universities; Language Proficiency; Language Teachers; Second Language Instruction; Brazil; Japan; Taiwan; Netherlands; Algeria; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computerkonferenz; Sprechakt; Pragmalinguistik; Interkulturelle Kommunikation; Kommunikationsstrategie; Diskursanalyse; Linguistics; Computerlinguistik; Ausland; Social network; Soziales Netzwerk; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Cultural identity; Kulturelle Identität; Kultureller Unterschied; University; Universität; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Brasilien; Niederlande; Algerien; Indonesien
Abstract	In this study, we examined the use of compliments, self-praise, and self-denigration, as exchanged among nonnative English users. This was part of participation in an online cross-cultural exchange project (Ibunka 2019), which involved learners from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). The aim of the study was two-fold: first, to contribute to the burgeoning research on the three speech acts in online settings; second, to unravel how the project participants -- as nonnative users -- managed to build and sustain rapport/comity via these social acts, despite their assumed linguistic deficiency. The study's data were extracted from a corpus of 2055 posts and comments ([approximately equal to] 368654 words) and analysed in terms of: distribution (1105, 301, and 361 tokens were identified, respectively), topics (core vs. peripheral), sequential organisation (vertical vs. horizontal), and rapport/comity building potential. The findings were extensively discussed in light of the existing literature, especially relative to social networking sites. Some of these findings are of a particular interest to English language teachers, namely: using linguistic proficiency and incompetence as topics for the three speech acts and the latter deployment as metacomments and message openers/closers as well as for the management of relational work. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01