Abstract/Details

The effect of formal instruction on the development of sociolinguistic competence: The performance of compliments


1990 1990

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Abstract (summary)

Recent research in sociolinguistics and second language acquisition has shown that non-native speakers have considerable difficulty acquiring the rules for communicating appropriately in the target language. Previous efforts to teach learners the rules of speaking have been hampered by insufficient information regarding the linguistic and sociolinguistic rules which govern speech behavior. At present, however, ethnographic research conducted in several English-speaking speech communities has provided detailed descriptions of the compliment speech act sequence and the rules which govern its social distribution, thus making this speech act particularly amenable to formal instruction. At the same time compliments have been shown to be useful social strategies, which, if used appropriately, can help learners enter into and sustain conversations with native English-speaking interlocutors.

This study investigated the effect of instruction on the performance of compliments by two groups of adult Japanese females studying English-as-a-second-language at the University of Pennsylvania. Research participants in the tutored group received supplemental instruction biased toward the explicit presentation of the linguistic and sociolinguistic principles for complimenting among speakers of American English. The context for assessing the effect of this treatment was weekly conversational meetings the learners had with American female students over a three-month period. The efficacy of instruction was determined by rating and comparing the productions of compliments and replies by learners in both groups during these interactions.

Instruction was shown to have positive effects for learners on five out of seven measures of performance. Learners in the tutored group produced a greater number of compliments, a higher proportion of spontaneous compliments, and a more highly varied adjectival lexicon than did learners in the untutored group. Furthermore, learners in the tutored group replied in a more native-speaker norm-appropriate manner than did learners in the untutored group, and produced longer replies and a greater proportion of replies which helped to sustain the interaction. Secondary findings suggest that instruction interacted the level of English language proficiency, resulting in a higher level of performance by the more advanced learners.

Indexing (details)


Subject
Language arts;
Linguistics;
Bilingual education;
Multicultural education
Classification
0279: Language arts
0290: Linguistics
0282: Bilingual education
0282: Multicultural education
Identifier / keyword
Education; Language, literature and linguistics; Second language acquisition
Title
The effect of formal instruction on the development of sociolinguistic competence: The performance of compliments
Author
Billmyer, Kristine A.
Number of pages
401
Publication year
1990
Degree date
1990
School code
0175
Source
DAI-A 51/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Advisor
Wolfson, Nessa
University/institution
University of Pennsylvania
University location
United States -- Pennsylvania
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9026523
ProQuest document ID
303868730
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/303868730
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