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Interlanguage features of the speech act of complaining
... A dataset of 481 complaints was gathered from multiple Facebook pages. For the analysis, the study employed the frameworks of Olshtain and Weinbach (1993) and Van Dijk (1993). The findings revealed that Jordanians used thirteen new complaining strategies. ...
... Brown and Levinson (1987) argue that the speech act of complaining shows a speaker's negative judgment regarding a piece of information, a behavior, or an action performed by the hearer. In the same vein, Olshtain and Weinbach (1993) suggest that, by making complaints, a speaker expresses a sense of discontent and annoyance towards a specific action. The speech act of complaining is related to the theory of politeness, especially to the concept of 'face' (Brown & Levinson, 1987). ...
... Searle (1975) categorized speech acts into five types: assertive, directive, commissives, expressives, and declaratives. Based on Searle's framework, Olshtain and Weinbach (1993) developed a taxonomy of complaining strategies, presenting five additional complaining strategies that vary in terms of intensity. ...
... They emphasize that speakers have neglected the hearer's faces and feelings (Tanck, 2002). Olshtain and Weinbach (1993) defined that CSA emphasizes that speakers show their dissatisfaction or criticism as a natural reaction to past or current actions (Olshtain & Weinbach, 1993). Speakers must be careful in submitting complaints to maintain social relations (Lailiyah et al., 2023). ...
... They emphasize that speakers have neglected the hearer's faces and feelings (Tanck, 2002). Olshtain and Weinbach (1993) defined that CSA emphasizes that speakers show their dissatisfaction or criticism as a natural reaction to past or current actions (Olshtain & Weinbach, 1993). Speakers must be careful in submitting complaints to maintain social relations (Lailiyah et al., 2023). ...
... The aims to affect negative face by aiming to impose an action to be undertaken by the responsible people. CSA usually co-occur with other speech acts such as warnings, threats, suggestions or advice (Olshtain & Weinbach, 1993). ...
This qualitative study applies a pragmatic approach that investigates the complaining speech act (CSA) used by male and female music teachers based on the substansion of the Solo Song Competition in WhatsApp Group. Data were collected from the utterances of 13 participants using note-taking. The results indicated several findings. First, male music teachers have the highest preference for using the expression of disapproval with annoyance in the substance of after TM. In contrast, female music teachers have the highest preference for using the hint and the blame with explicit blame for person in the substance of before TM. The reason is not only about a high pressure from the school, parents, and students regarding the competitions, but also about dissatisfaction, dislike, and worry with a situation that is perceived as unfair, unprofessional, or harmful. Third, based on the comparison of the result of this study and previous researches reveals that gender influenced the choice of CSA usage. The results revealed that most of the complaints were related to issues regarding the competition regulations after TM. The competition regulations that were highly complained by both male and female music teachers were the inappropriate music instruments for men and women. The results also indicated that most of the complaints were addressed to the coordinator of the competition committee. The complaints submitted were a result of the untrustworthiness of male and female music teachers to the competition committee
... This complaint is usually addressed to the hearer (H) whom the S holds, at least partially, responsible for the offensive action. (Olshtain & Weinbach, 1993, p. 108) As complaining is a response to a "socially undesirable behavior", which is a prerequisite to the complaint, its feature of justifiability is also highlighted (Olshtain & Weinbach, 1993). According to Trosborg (1995, p. 311), complaining is backward-looking as in this speech act, "a speaker passes a moral judgment on something which (he/she believes) the complainee has already done or failed to do, or is in the process of doing". ...
... When it is expected or regarded as appropriate given the setting, one is heard to exclaim DC (Boxer, 2010, p. 164). Phrased another way, DCs are viewed as unfavorable conclusions made about the complainee responsible for the complainable (e.g., complaining regarding the poor quality of service to customer care) (Olshtain & Weinbach, 1993). On the other hand, IC is addressed towards a person who is neither accountable for the offense nor in charge of fixing it. ...
... They provide a further explanation that based on the three factors -social distance (D), relative power (P), and ranking of imposition (R), a sensible complainant will determine the severity of such a face-threatening act (Brown & Levinson, 1987). On that basis, the complainant relies on this assessment to decide upon choosing not to complain, complain "baldon-record", or complain with "redressive actions" (Olshtain & Weinbach, 1993). Indeed, the choices are made by adopting a specific course for making decisions (Brown & Levinson, 1987, p. 60). ...
This paper aims to conduct an analysis of the complaints as provided by an AI tool, ChatGPT. First, an overview of complaining speech act as a face-threatening act is provided regarding the multiple ways how it is defined and classified, as well as its relation to directness levels. Second, the complaining-realizing strategies with a wide range of modification devices have been summarized and applied as frameworks for scrutinizing AI complaints. Third, the perusal of the complaints gathered from ChatGPT indicates its general adherence to the three-part structure of complaining set, Buffer, Complaint, and Negotiation. The analysis also recorded the implementation of modification tools to show concerns for the interlocutors’ faces.
... A number of complaint speech act functions have been identified: (a) to express displeasure, disapproval, annoyance, censure, threats, or reprimands as a reaction to a perceived offense/ violation of social rules (Olshtain & Weinbach,1993); (b) to hold a hearer accountable for an offensive action and possibly suggest/request a repair (Olshtain & Weinbach, 1993); (c ) to confront a problem with an intention to improve the situation (Brown &Levinson, 1978); (d) to share a specific negative evaluation, obtain agreement, and establish a common bond between the speaker and addressee (Boxer, 1993); (e) to vent/let off steam (Boxer, 1993); and (f) to open and sustain conversations (Boxer, 1993). Olshtain and Weinbach (1993) also claimed that there were also several necessary preconditions for the complaint speech act to take place: (a) the hearer (H) performs a socially unacceptable act (SUA) that is contrary to a social code of behavioral norms shared by the speaker (S) and H; (b) S perceives the SUA as having unfavorable consequences for themselves and/or for the general public; and (c) the verbal expression of S relates post facto directly or indirectly to the SUA, thus having the illocutionary force of censure. ...
... A number of complaint speech act functions have been identified: (a) to express displeasure, disapproval, annoyance, censure, threats, or reprimands as a reaction to a perceived offense/ violation of social rules (Olshtain & Weinbach,1993); (b) to hold a hearer accountable for an offensive action and possibly suggest/request a repair (Olshtain & Weinbach, 1993); (c ) to confront a problem with an intention to improve the situation (Brown &Levinson, 1978); (d) to share a specific negative evaluation, obtain agreement, and establish a common bond between the speaker and addressee (Boxer, 1993); (e) to vent/let off steam (Boxer, 1993); and (f) to open and sustain conversations (Boxer, 1993). Olshtain and Weinbach (1993) also claimed that there were also several necessary preconditions for the complaint speech act to take place: (a) the hearer (H) performs a socially unacceptable act (SUA) that is contrary to a social code of behavioral norms shared by the speaker (S) and H; (b) S perceives the SUA as having unfavorable consequences for themselves and/or for the general public; and (c) the verbal expression of S relates post facto directly or indirectly to the SUA, thus having the illocutionary force of censure. Tanck (2002) concluded that the complaints speech act occurred when a speaker reacted with displeasure or annoyance to an action that had affected them in an unfavorable manner. ...
... Wannurk (2005) believed that people should use indirect strategies when making complaints to avoid offending the other party and being seen as impolite, rude or disrespectful. Therefore, it appears that there are two main types of complaints: direct complaints, which are direct confrontations (Newell andStutman 1989/1990) by speakers toward hearers for socially unacceptable behaviors that hold the hearer responsible for this behavior (Olshtain and Weinbach 1993); and indirect complaints, which do not hold the hearers responsible for the substance of the complaint (Boxer 1993). ...
This study examined male Saudi and Jordanian student complaint strategies when complaining about their academic advisors, instructors, classroom environments, and exams to a friend, a person in charge, or the complainee (complaint addressee). To achieve the study goals, a discourse completion test (DCT) with 10 scenarios was developed and distributed to 100 (50 Jordanian and 50 Saudis) male university students. It was found that the students used a wide range of strategies that were both threatening and less threatening strategies, and had control in some situations, but were offensive in others. The Saudi students used a greater number of speech acts to complain than the Jordanian students. Further research suggestions are also given.
... A number of complaint speech act functions have been identified: (a) to express displeasure, disapproval, annoyance, censure, threats, or reprimands as a reaction to a perceived offense/ violation of social rules (Olshtain & Weinbach,1993); (b) to hold a hearer accountable for an offensive action and possibly suggest/request a repair (Olshtain & Weinbach, 1993); (c ) to confront a problem with an intention to improve the situation (Brown &Levinson, 1978); (d) to share a specific negative evaluation, obtain agreement, and establish a common bond between the speaker and addressee (Boxer, 1993); (e) to vent/let off steam (Boxer, 1993); and (f) to open and sustain conversations (Boxer, 1993). Olshtain and Weinbach (1993) also claimed that there were also several necessary preconditions for the complaint speech act to take place: (a) the hearer (H) performs a socially unacceptable act (SUA) that is contrary to a social code of behavioral norms shared by the speaker (S) and H; (b) S perceives the SUA as having unfavorable consequences for themselves and/or for the general public; and (c) the verbal expression of S relates post facto directly or indirectly to the SUA, thus having the illocutionary force of censure. ...
... A number of complaint speech act functions have been identified: (a) to express displeasure, disapproval, annoyance, censure, threats, or reprimands as a reaction to a perceived offense/ violation of social rules (Olshtain & Weinbach,1993); (b) to hold a hearer accountable for an offensive action and possibly suggest/request a repair (Olshtain & Weinbach, 1993); (c ) to confront a problem with an intention to improve the situation (Brown &Levinson, 1978); (d) to share a specific negative evaluation, obtain agreement, and establish a common bond between the speaker and addressee (Boxer, 1993); (e) to vent/let off steam (Boxer, 1993); and (f) to open and sustain conversations (Boxer, 1993). Olshtain and Weinbach (1993) also claimed that there were also several necessary preconditions for the complaint speech act to take place: (a) the hearer (H) performs a socially unacceptable act (SUA) that is contrary to a social code of behavioral norms shared by the speaker (S) and H; (b) S perceives the SUA as having unfavorable consequences for themselves and/or for the general public; and (c) the verbal expression of S relates post facto directly or indirectly to the SUA, thus having the illocutionary force of censure. Tanck (2002) concluded that the complaints speech act occurred when a speaker reacted with displeasure or annoyance to an action that had affected them in an unfavorable manner. ...
... Wannurk (2005) believed that people should use indirect strategies when making complaints to avoid offending the other party and being seen as impolite, rude or disrespectful. Therefore, it appears that there are two main types of complaints: direct complaints, which are direct confrontations (Newell andStutman 1989/1990) by speakers toward hearers for socially unacceptable behaviors that hold the hearer responsible for this behavior (Olshtain and Weinbach 1993); and indirect complaints, which do not hold the hearers responsible for the substance of the complaint (Boxer 1993). ...
This study examined male Saudi and Jordanian student complaint strategies when complaining about their academic advisors, instructors, classroom environments, and exams to a friend, a person in charge, or the complainee (complaint addressee). To achieve the study goals, a discourse completion test (DCT) with 10 scenarios was developed and distributed to 100 (50 Jordanian and 50 Saudis) male university students. It was found that the students used a wide range of strategies that were both threatening and less threatening strategies, and had control in some situations, but were offensive in others. The Saudi students used a greater number of speech acts to complain than the Jordanian students. Further research suggestions are also given. | KEYWORDS 1. Introduction Searle (1990) stressed that speaking a language entailed the performance of certain speech acts for successful communication. Therefore, to avoid communication failure, it is vital that speakers know how to appropriately employ speech acts. In Searle (1976) and Cohen's (1996) classification, complaint speech acts are categorized as "expressive" because they reveal the psychological state of the speaker. However, Austin (1962) saw complaints as part of the performative class and the behabitives subclass, both of which are related to attitudes toward social behaviors.
... In this case, the speaker is expecting, or rather demanding, remedial action. According to Olshtain and Weinbach (1993), in complaints the complainer or the speaker conveys his or her annoyance toward an offensive act performed by the complainee or the addressee. Complaints are regarded as positive fact threatening acts because the speaker does not care about the complainee's feelings. ...
... Complaints are regarded as positive fact threatening acts because the speaker does not care about the complainee's feelings. In such an act, the addressee's face is the one being threatened by stating the negative feeling of the speaker toward the positive face of the addressee (Olshtain and Weinbach 1993). Complaints have also been examined in studies adopting politeness theory as their theoretical framework. ...
... In the field of pragmatics, complaint as a speech act has received attention from various researchers, and owing to its focus on FTA, mitigation of acts and effective strategies to maintain social relationships, it has been examined in a number of cross-cultural studies (Olshtain and Weinbach 1993;Tanck 2002;Prykarpatska 2008;Murphy and Neu 1996;Eslamirasekh, Davood, and Masoumeh 2012;Nakhle, Naghavi, and Razavi 2014;Al-Khawaldeh 2016;Masjedi and Paramasivam 2018;El-Dakhs et al. 2019). Such studies explored complaints by speakers with different first languages (L1) and found that different strategies were employed to produce complaints cross-linguistically. Prykarpatska (2008) examined complaint strategies employed by North American and Ukrainian participants. ...
This study aims to explore the use of disagreement strategies in two Arabic dialects: Jordanian and Algerian Arabic. It also investigates the effect of social status on the choice of disagreement strategies adopting Muntigl and Turnbull's (1998) taxonomy. To achieve these objectives, 40 participants (20 Jordanians and 20 Algerians) were randomly recruited to respond to a discourse completion task (DCT). The participants were requested to read six situations and to react to them by making disagreements with people of higher, equal and lower statuses. A mixed-method approach was used to analyse the data. The results showed that the participants in the two study groups share similar preferences in the use of two main disagreement strategies that scored the highest in High to Low, Low to High, and in Equal statuses. The findings are discussed in the light of (im)politeness and provide implications for socio-pragmatic research in Arabic linguistics.
... L2 pragmatics research has revealed that learners of English are likely to use more words and moves to make complaints [38,39] but to use a smaller number of complaint strategies than native English speakers do [25]. Learners' complaints are moderate in terms of directness and severity [33]. ...
... In regard to internal modifications, contradictory results have been obtained. For example, when formulating complaints, learners used more internal modifiers, such as intensifiers, than native English speakers when data were collected using a written DCT [38,39]. In contrast, learners used fewer internal modifiers compared to native English speakers when eliciting data through oral production [25]. ...
... Since it is critical to assign participants with situations that they can identify with and that are familiar to them [50], the DCT was carefully constructed to equip the participants with rich contextual information and to overcome the shortcomings referred to. To ensure the authenticity of the scenarios, following Liu [51], the investigator first gathered as many scenarios as possible from previous studies on complaints [27,39,52,53], and then a situation likelihood investigation was undertaken. Five Chinese postgraduate students were then recruited to rate the likelihood on a scale of 1 to 5, with 5 being the most likely and 1 the least likely in the pilot study. ...
While motivation plays an important role in language learning, few attempts have been made to explore its significance in second language (L2) pragmatics learning. The current study investigated whether and how language learning motivation affects L2 pragmatics production. A total of 60 adult Chinese learners of English participated in this study. Data were elicited from a motivation questionnaire and a discourse completion task (DCT). The results revealed that L2 learners with high motivation performed better in making complaints in the target language than learners with low motivation. Moreover, learners’ levels of pragmatic production correlated positively with their overall L2 motivation, as well as with four motivational subscales, namely, attitudes towards learning English, ideal L2 self, intended learning efforts, and attitudes towards the L2 community. Regression analysis showed that learners’ attitude towards learning English best predicted their production of the speech act of complaints. The findings of this study support the role motivational dispositions play in learners’ L2 pragmatic production. The study provides insight into the interaction of L2 motivation and pragmatics learning.
... In this respect, the speaker would get credit for being tactful by avoiding the possible embarrassment that he/she might cause to the addressee who is responsible for the violation. Nevertheless, without displaying his/her annoyance, the offender might not perceive his/her mistake, presuming that no offence has been caused; the speaker might remain frustrated, and, in certain situations, could miss the opportunity for repair (Olshtain & Weinbach, 1993). ...
... Stemming from these indirectness considerations, Olshtain and Weinbach (1993) ...
... Another contribution of this work is allowing the participants the option of opting out of the interaction. I explained in chapter seven that pragmatic competence must not only be studied from what is said but also from what goes unsaid (Bonikowska, 1988;Kuchuk, 2012;Marti, 2006;Olshtain & Weinbach, 1993). Studying opting out in this research has offered valuable insights into the rationales behind their pragmatic behavior. ...
... The act of complaining may also be accompanied by a request for compensation, improvement, or the prevention of the recurrence of the reprehensible action, resulting in the presence of multiple illocutionary acts (Trosborg, 2011). Olshtain & Weinbach (1993) established four conditions for the complaint speech act to occur. Specifically, 1) The speaker anticipates that a positive event will occur (appointment, debt payback, promise fulfilment, etc.) or that an unfavourable event will not occur because it enables or fails to prevent the occurrence of the damaging event. ...
... The classification of complaint strategies has been done in previous studies. Olshtain & Weinbach (1993) categorise complaint strategies into five categories: below the level of reproach, expression of annoyance or disapproval, explicit complaint, accusation and warning, and immediate threat. Furthermore, Trosborg (2011) categorised a variety of complaint strategies, such as no explicit communication styles that can be ascribed to established cultural values. ...
A cross-cultural pragmatics exploration, particularly in multicultural and multilingual settings like Indonesia, is important for understanding language used within a cultural framework. In the comparative study, Banjarese and Javanese languages are particularly underrepresented. Thus, the research investigates and compares complaint strategies that the Banjarese and Javanese use. The current study used a qualitative approach and the Discourse Completion Task (DCT), consisting of eight scenarios, to gather the data. The study consists of 50 participants, 25 Banjarese and 25 Javanese participants, ranging in age from 18 to 60 years old. The findings of the study found that Banjarese and Javanese participants utilise mostly the same strategy, namely dissatisfaction (DS) and request for repair (RR), and prefer to avoid conflict with the interlocutors. However, Banjarese participants typically prioritise immediate resolution, whereas Javanese participants prioritise expressing their dissatisfaction first. The research highlights the significant influence that cultural context has on complaint strategies and communication.
... söz edimlerinde olduğu gibi şikâyet söz ediminin sınırlarının iyi belirlenmemiş ve tanımlanmamış olması, onu diğer söz edimlerine göre daha karmaşık hâle getirmektedir. Farklı araştırmacılardan (Albert, 2016;Chen, Doris-Chen ve Chang, 2011;Demir, 2021;House ve Kasper, 1981;Olshtain ve Weinbach, 1987, 1993Meinl, 2010;Trosborg, 1995) yola çıkılarak şikâyet söz edimi stratejileri şu şekilde açıklanabilir: ...
... Bu araştırmada kodlama daha önceden belirlenmiş kavramlara göre yapılmıştır. Farklı araştırmacılardan hareketle (Albert, 2016;Chen, Doris-Chen ve Chang, 2011;Demir, 2021;House ve Kasper, 1981;Olshtain ve Weinbach, 1987, 1993Meinl, 2010;Trosborg, 1995) şikâyet söz edimi stratejileri belirlenmiş (bkz. Tablo 1) ve kodlamalar belirlenen stratejilere göre yapılmıştır. ...
... These situations usually result in expressing complaints. The speech act of complaint has been defined by many researchers (Austin, 1962;Searle, 1969Searle, , 1976Trosborg, 1995;Olshtain & Weinbach, 1993). These studies are based on the Speech Act Theory proposed by Austin (1962) and developed by Searle (1969Searle ( , 1976. ...
... Regarding complaints speech act, Searle (1976) classifies complaint as an expressive speech act by which the speaker expresses his approval or disapproval of the action which the complainee has already made or failed to do. Olshtain and Weinbach (1993) state that the occurrence of complaints is attributed to a speaker's feeling annoyed or dissatisfied about past or on-going displeased action. Moreover, Trosborg (1995) defines it as "an illocutionary act in which the speaker (the complainer) expresses his/her disapproval and negative feeling towards the state of affairs described in the proposition and for which he/she holds the hearer (the complainee) responsible, either directly or indirectly" (p. ...
This study aims at investigating the similarities and differences of complaining strategies between Jordanian male and female students at Al-Balqa Applied University (henceforth, BAU). It also examines how the participants' gender influences the complaining strategies produced by them. A modified version of the Discourse Completion Test (DCT) proposed by Zhang (2001) was used as a data collection instrument. The questionnaire was then translated into Arabic to make sure that the participants truly understand the situations. Next, data were mainly analysed based on Trosborg's (1994) classification system. Results revealed that there are similarities and differences between the two groups of participants. For example, both male and female students produced the same complaining strategies. Yet, they differ in their preference and frequency use of these strategies. For example, male students used more direct accusation complaints compared to their female counterparts. Results also showed that the social dimensions of social status and social distance of the addressee have influenced the participants' responses in terms of the level of directness and their use of different politeness strategies. In other words, the participants tended to use less direct strategies with their professors (higher social status). Moreover, the participants tended to use more direct strategies with their classmates (close) than a service person (stranger). Results also revealed that gender has influenced the choice of complaining strategies and politeness. The study concludes with a discussion of pedagogical implications and directions for future research.
... Complaining and teasing have been listed among top categories of annoying interpersonal behaviors (Kowalski 2003). Complaining is often put in a negative light for its potential in eliciting offence from the listener (Olshtain and Weinbach 1993). In complaint sequences, the negative emotions may get cycled, and the complainable may evolve into a confrontational conflict (Alberts 1989). ...
... Previous studies have proposed the idea of speech act sets (e.g., Cohen and Olshtain 1981;Decock and Depraetere 2018) to capture the general picture that complaints often involve threats, accusations, and warnings (Olshtain and Weinbach 1993;Murphy and Neu 1996), as well as advice, recommendations, and suggestions (Vásquez 2011). Complaints in our data are more of pragmatic acts in the sense that they are constructed and construed multimodally, whereby language is not the only means through which complaints are made. ...
This article explores the pragmatic act of complaining on WeChat Moments (henceforth Moments) focusing on the following question: When complaints are made in a social context where ratified viewers are hard to define, how are such acts constructed and construed? The multimodal data under study come from a project designed to address the under-examined issue of indirect complaints in Chinese social media. Drawing on the conceptualization of frame analysis in pragmatic studies and informed by a conversation analytical approach, this article proposes the concept of social complaints , accounting for how Moments users employ it performatively to deal with serious matters, to socialize and to manage rapport with people in their social networks. Teasing, it is found, is often performed in both complaints and responses to the complaints, which manifests Moments users’ flexible positioning strategies in handling interpersonal relations.
... On the other hand, the intensifiers used to mitigate the apologetic force were also attended to in terms of whether their use is the outcome of the language learners` L1effect or due to any other relevant explanation such as universality, etc. Bergman and Kasper (1993) Earlier researches into interlanguage pragmatics of the linguistic action complaints revealed transfer-induced performances by L2 learners from different L1 backgrounds. Olshtain and Weinbach (1993) investigated the factors that distinguish native and non-native speakers` complaint speech act set realization. They found that the learners produced longer utterances than native speakers to express their complaints. ...
Crosslinguistic influence (also known as language transfer) is a phenomenon
and a factor in Second/Foreign Language Acquisition. The influence is present
across all the linguistic levels: phonology, semantics, pragmatics, etc. and it can
affect not only the rate, but the route of learning as well. The effect of the
mother tongue on learning and use of the target language can also manifest itself
either in forward or reverse direction. Language transfer is manifested
differently: negative transfer, positive transfer, over-use and under-use of some
of the TL patterns. The purpose of this study is to find out cases of language
transfer on the pragmatic level in case of Kurdish learners of English. To this
end, a cross-sectional design is used to identify the effect of the mother tongue
on speech act realization of requests, apologies, complaints and compliment
responses. The data was collected from Kurdish learners, Kurdish native
speakers and English native speakers through Written Discourse Completion
Test questionnaire. The data was then analyzed quantitatively against the coding
systems of each of the four speech acts, and qualitatively to examine the quality
of the realization strategy used by language learners to mitigate the speech act in
question and avoid face-threatening acts. Results have shown clear cases of
pragmalinguistic and sociopragmatic transfer in the form of negative/positive
effects. Implications of the obtained results call for pedagogical intervention,
especially in cases of negative transfer which might cause consequent pragmatic
failure and miscommunication.
... We focus on the specifics of perceived moral transgressions underpinning customer complaints. Drawing on insights from pragmatics research, we theorize that complaints in e-commerce arise from moral transgressions or moral indignation (Drew 1998;House and Kádár 2021;House et al. 2021;Olshtain and Weinbach 1993;Tong and Xie 2022) directed at the service provider. Also, we incorporate marketing research perspectives that view customer dissatisfaction and complaints as responses to unmet expectations related to distributive, procedural, and interactional justice (Blodgett et al. 1997;Goodwin andRoss 1989, 1992;Orsingher et al. 2010). ...
This discourse-pragmatic study examines why a past or on-going action become the focus of customer complaints in e-commerce service encounters. Analyzing interactions between customers and service agents on Taobao, the study reveals how customer complaints are triggered by perceived moral transgressions attributed to service agents. The findings identify two types of transgressions: distributive and interactional. The study highlights metapragmatic expressions that reveal customers’ beliefs about appropriate standards in the complaint resolution process. Customers perceive service agents as violating distributive justice by infringing on their benefactive, epistemic, and deontic rights, and as breaching interactional justice through lapses in responsibility and honesty. Overall, the study illustrates how customers’ metapragmatic perceptions of moral transgressions shape complaint interactions in e-commerce settings, providing crucial insights for both theoretical analysis and practical applications.
... However, Olshtain and Weinbach (1993) reach different conclusions, with intermediate and advanced learners showing a preference for milder complaints, while native speakers express themselves more harshly. Beginners tend to be less aggressive and more concerned with saving face, attempting to compensate for what they perceive as a lack of effectiveness by increasing the length and number of words. ...
This study analyzes the production of complaint acts in both L2 Italian and native Italian. It focuses on examining the relationship between the prosodic indices used by Italian learners and native speakers during the production of complaints, as well as the (socio)pragmatic strategies employed to execute these acts. To this end, a sample of protests produced by Arabic-speaking and Spanish-speaking learners, as well as by a group of native speakers through oral role-plays, to analysis was analysed from both a socio-pragmatic and a phonetic perspective. The preliminary results indicate a diverse range of outcomes. The learners, although exhibiting some differences between the two groups, tend to utilise more direct strategies and fewer modifications, which at times results in a reduction in politeness, particularly in situations of greater social distance. The prosodic analysis, which was limited to the study of the directive speech acts present in the complaints, revealed the presence of narrow pitch ranges and shorter durations of nuclear vowels in learners. Furthermore, the orders produced by the learners exhibited a less prominent final falling of the intonation pattern, resulting in a more mitigated prosody than that observed in the native data. This study can contribute to a deeper understanding of the interlinguistic competencies of learners from more distant languages and cultures and serve as a valuable resource for teaching linguistic acts that are considered more complex due to their higher face-threatening nature.
... Direct complaint (DC) is a face-threatening act through which a speaker makes complaints about someone or something that is present in the speech act scene (Murphy and Neu, 1996;Olshtain and Weinbach, 1993). Indirect complaint (IC) or Griping, on the other hand, can be described as a non-facethreatening speech act in which the responsible party or object of the complaint is not present during the interaction within which the speech act is performed (D' Amico-Reisner, 1985). ...
... 이러한 전략은 직접적인 비난에서부터 미묘한 암시에 이르기까지 다양하며, 이는 문화적 규범과 예의, 체면 유지 및 갈등 관리와도 관련이 있다. House/Kasper(1981), Brown/Levinson(1987), Blum-Kulka/ , Olshtain/Weinbach(1993), Ogiermann(2009) 구성함으로 House/Kasper(1981), 그리고 사과화행을 포함한 Blum-Kulka/ , Trosborg(1995)의 이전 연구와 근본적 차 이가 있음을 밝힌다. 이러한 새로운 시도는 Seong et. ...
본 연구는 독일어와 한국어 모어화자들을 중심으로 불평 화행에서 주어진 4개의 서로 다른 시나리오/상황에 대한 응답의 공손성을 각각의 언어군 별로 비교분석하였다. 독일어의 경우 모든 시나리오에서 공손성의 간접적 표현단계 1에서 가장 직접적 단계 8단계를 설정 했을때 6단계가 가장 높게 나왔고, 한국어는 상황의 공·사에 따라 공적인 경우에는 단계 4, 사적인 경우에는 단계 6이 가장 높게 나왔다. 실험의 결과에 따라 독일인들이 한국인들보다 더 직접적으로 발화한다는 사실을 가시적으로 확인할 수 있다. 독일어 화자들은 대체적으로 사건 P와 Y did P에 대해 구체적이고 명시적으로 언급하는 경향이 있었으며, 주어진 상황에 대한 화자의 개인적이며 주로, 부정적인 평가를 한국어 화자에 비해 더 자주 언급하였다. 특히 Y에 의해 발생된 피해에 대한 직접적인 언급이 많았는데, 이러한 불평 화행은 청자인 Y에게 상대적으로 더 큰 부담 또는 압박을 주게 된다. 반면, 한국어 화자들은 사건 P를 직접적으로 언급하는 것을 회피하는 경향이 있었으며, 사건 P에 대해 기술할 때 주로 피동으로 표현하여 행위자 Y의 책임성을 명시적으로 언급하는 것을 회피했다. 한국어 응답에서 또 다른 주목할 점은 한국어 화자들이 사건 P를 묘사할 때, 모호한 어휘들을 선호한다는 점이다. 상황 2에서 확인하였듯이 설문지에 ‘불량품’이라는 단어가 주어졌음에도 불구하고, ‘제품’ 또는 막연하게 ‘문제가 발생했다’라는 표현을 사용하여 독일인들보다 더 간접적으로 불평을 표현하였다. 이러한 표현 방식은 청자인 Y로 하여금 상대적으로 부담이나 압박감을 덜 느끼게 한다.
핵심어: 불평 화행, 독일어 화행, 한국어 화행, 공손성, 상호문화적 화용론
This study analyzed the politeness of responses to four different scenarios/situations in complaint dialogues, focusing on German and Korean native speakers, and compared the politeness of each language group. In all scenarios, the highest level of politeness in German was 6 when the most direct level was set from 1 to 8, while in Korean, the highest level was 4 in public and 6 in private, depending on the public and private nature of the situation. Based on the results of the experiment, we can visibly see that Germans are more direct than Koreans. German speakers tended to be more specific and explicit about the event P and Y did P. They also mentioned the speaker's personal, mainly negative, evaluation of the given situation more often than Korean speakers. In particular, there were many direct references to the harm caused by Y. This line of complaint places a relatively greater burden or pressure on Y, the listener. Korean speakers, on the other hand, tended to avoid directly referring to event P. When describing event P, they mostly used passive voice to avoid explicitly mentioning actor Y's responsibility. Another notable aspect of the Korean responses is that Korean speakers preferred to use ambiguous vocabulary when describing Event P. As we saw in Situation 2, even though they were given the word “defective product” in the questionnaire, they expressed their complaint more indirectly than the Germans by using the phrase “product” or vaguely “something went wrong”. This way of expression makes the listener, Y, feel relatively less burdened or pressured.
Key words: speech act of complaint, German speech act, Korean speech act of complaint, politeness, intercultural pragmatics, intercultural discourse theory, politeness strategy
... A complaint is a type of speech act in which the speaker verbally expresses censure towards the hearer in response to any unfavorable action taken against the speaker [18]. Although complaints are often associated with negative feedback, some complaints, known as instrumental complaints, can actually serve to improve a poorly evaluated item or service. ...
This research delves into the nature of negative reviews that customers post about the OTA platform on Google Play, and how the OTA responds to them. It takes a qualitative approach and uses content analysis to analyze negative reviews posted between November 2022 and January 2023. The study revealed that customers' negative reviews were related to various aspects of the user experience, such as issues with the Paylater feature, refunds, third-party services, errors, and cancellations. The study further identified several phrases that customers frequently used to express their dissatisfaction with the OTA platform. This information can be helpful to the OTA in identifying specific areas that require improvement and in creating effective customer experience management strategies. The findings of this research provide useful insights into customer perceptions of the OTA platform, which can inform OTA's decision-making processes. The OTA can use this information to address the specific concerns raised by customers and improve their overall experience with the platform. Ultimately, the research can assist the OTA in enhancing its reputation, improving customer loyalty, and gaining a competitive advantage in the market.
... Sample materials should be prepared for teachers to include speech acts in their course content, and teachers should be encouraged in this regard. Olshtain, E. & Weinbach, L. (1993). Interlanguage features of the speech act of complaining. ...
The aim of this study is to identify the uses of the complaint speech act by learners of Turkish as a foreign language in different situations and locations, utilizing the speech act theory developed by Austin and Searle. The research, designed according to the case study pattern with a qualitative research approach, collected data from 87 participants using a single pattern sample. The responses given by the participants to the complaint speech act with the Speech Completion Test (SCT), consisting of seven different situations, have been classified according to strategies. In the classification, the strategies created by Trosborg in the Speech Completion Test for the complaint speech act; later additions made by Bikmen - Martı, and strategies obtained in the study of Murphy and Neu were used. The classified results were subjected to descriptive analysis. As a result of the evaluation of the obtained results, it is seen that the request strategy for compensation is most commonly used in complaint speech act situations. Participants used the direct behavior dimension 279 times for the complaint speech act. This result constitutes 50% of all responses. Participants have turned to direct actions to take action against situations. It has been determined that the mother tongues and foreign languages known by the participants, gender variables did not create a difference in the use of speech acts, but the change in the age factor caused various differences. This difference can be more clearly seen in terms of address and formality. It has been determined that the participants did not have difficulty in understanding the message to be given in the complaint speech act, and they were also successful in choosing appropriate forms of address and greetings according to the context.
... It is clear that a Complain flouts the H-supportive maxim. (Edmondson & House, 1981, p. 144) While Complain can be described as a speech act consisting of various components or strategies (see Olshtain & Weinbach, 1993), this does not mean that Complain represents an interactional category because different realisation strategies do not compromise its status as smaller illocutionary category. Consider the following example: ...
In this study, we examine how criticising as a disciplinary action is conventionally realised in Chinese classroom contexts. By so doing, we provide a two‐fold contribution to the current special issue dedicated to Willis Edmondson. First, we examine criticising in an innovative way, by going beyond its traditional interpretation as a speech act, that is, we approach it as an interactional phenomenon which is conventionally realised by a cluster of expressions and speech acts. Second, we propose a bipartite approach to examine why and how instances of criticism as a disciplinary action in Chinese may puzzle foreign learners of Chinese.
... By definition, complaining is thus a face-threatening speech act -hence the use of indirectness in this potentially negative act sometimes (Shuy 1998). In their study of the realisation of complaints in Hebrew, Olshtain and Weinbach (1993) found that people tend to use more severe realisations such as warning when the speaker is of higher status than the hearer and when they are equals, however (but cf . Fraser 1998). ...
... This is, for instance, the case with complaints (Decock and Depraetere 2018) and (typically negative) consumer reviews , both of which can include requests for action. Following previous accounts of complaints (e.g., Olshtain and Weinbach 1993;Trosborg 1995), Decock and Depraetere (2018) propose that a complaint situation is made up of four constitutive components. One such component is the past or ongoing action/event that occurred and about which S is complaining (complainable). ...
This encyclopaedia of one of the major fields of language studies is a continuously updated source of state-of-the-art information for anyone interested in language use. The IPrA Handbook of Pragmatics provides easy access – for scholars with widely divergent backgrounds but with convergent interests in the use and functioning of language – to the different topics, traditions and methods which together make up the field of pragmatics, broadly conceived as the cognitive, social and cultural study of language and communication, i.e. the science of language use.
The Handbook of Pragmatics is a unique reference work for researchers, which has been expanded and updated continuously with annual installments since 1995.
Also available as Online Resource: https://benjamins.com/online/hop
... The speech act of complaint, which is the focus of the present study, is considered an FTA because it jeopardizes the addressee's need to be liked and admired (positive face) through criticizing their actions. The speech act of complaint also undermines the addressee's need for autonomy and respect (i.e., negative face) through requesting repair for the damage (Olshtain & Weinbach, 1993). ...
The current study aimed to examine how university students complain and how professors respond to their complaints. Data were collected from 40 undergraduate students and 40 university professors at a private Egyptian university using role-plays. Students’ complaints were coded with the use of an adapted version of Trosborg’s (1995) coding scheme for complaint strategies while professors’ responses were coded based on an adapted version of Laforest’s (2002) model for complaint-response strategies. The results showed that half of the students’ complaints came in the form of requests for repair. This was followed by expressing disapproval, making accusations and casting blame. As for professors, they mostly partially accepted the students’ complaints through justifying themselves, suggesting alternatives and setting conditions for future acceptance. Interestingly, the social variables of gender and age did not generally have an influence on the realization of the speech acts of complaint and responding to complaints.
... Sociolinguistic research's prominent findings are that women tend to use more politeness strategies than men in their speech (Hobbs, P., 2003). Research about politeness is often conducted in the theory of speech acts which could intrinsically threaten the face of a hearer by a speaker as requests (Tanaka, N., 1988;Kitao, K., 1990;Takahashi, S., 1996); complaints (Olshtain, E., & Weinbach, L., 1993); apologies (Trosborg, A., 1987;Sienes, M. J. V., & Catan, J. E. C., 2021); refusals (Litvinova, A. V., & Larina, T. V., 2023). Among these acts, requesting seems to be the most favored act for Japanese researchers to investigate native/ non-native differences in politeness strategies. ...
Gender and language have long been an interesting field in sociolinguistics and pragmatics. In the current study, politeness - one of the core issues of modern pragmatics, is adapted to hopefully shed great light on the issue in Vietnamese and American contexts to explore the gender differences in negotiations. Employing descriptive, qualitative, and quantitative methods, the data recorded from 10 conversations in Shark Tank Vietnam Season 3 TV program and 1tenconversations in Shark Tank America were transcribed and analyzed to reveal the different strategies based on Brown and Levinson's theory (1987) used by gender group of Sharks (investors). The gender linguistic differences under the contrastive analysis theory feature the prominent politeness strategies used by investors in American and Vietnamese negotiations. Those are very significant to support the evaluation of language and gender in the current society and in a cross-culture context.
... For Traverso (2009) "the slightest negative valence" suggests a complaint (: 2383). Olshtain and Weinbach (1993) (and also Wierzbicka, 1991 andEdmonds andHouse, 1981, before them) are more specific in their characterization of the requisite 'negative valence': the speaker (S) expresses displeasure or annoyance-censure-as a reaction to a past or on-going action, the consequences of which are perceived by S as affecting her unfavorably. This complaint is usually addressed to the hearer (H), whom the S holds, at least partially, responsible for the offensive action. ...
The objective of this paper is to examine how Chinese learners of EFL frame their complaints on English language learning ( ELL ) to understand their sense of entitlement to complain. Two basic complaint-frames are identified—complaint proper (Cp), which communicates entitlement in blaming and asking for correction of what is intrinsically correctable, and lament (Lt), which conveys the lack thereof by simply ‘lamenting’ something that cannot be solved. Though Cp and Lt appear, therefore, tied to specific concern-kinds, the inherently addressable and unaddressable, respectively, their actual use depends on the perception of the complaint-concern and the relative power of the complainant. When Cp is selected, subordinate status may require diminished expression of entitlement. This is not achieved by mitigating face-threat. Rather, it is necessary to modify the complaint-framing by selecting more, rather than less, Lt-defining features. Applied to complaints on ELL , in the Chinese context, it is found that this inherently Cp-appropriate, patently addressable problem is only, and always, used with mitigation and/or ‘Lt-ization’ to convey deference and/or disentitlement. In the vast majority, students address limitations in program implementation—in authentic language use, and the opportunity for individual thought, creativity and self-determination—in complaints that suggest disaffection and disenfranchisement.
... This should be true about any language but the specific scale of severity will be realised differently according to the relevant culture and personality of the complainer. When British English was compared to Hebrew, there were many situations in which English speakers opted out by avoiding the realization of complaints, while Hebrew speakers preferred mild complaints (Olshtain and Weinbach, 1993). ...
The aim of this article is to lay some groundwork for expanding the study of speech act pragmatics within the cyber-world. For this purpose, we have investigated complaints in Hebrew online, in an attempt to highlight features that distinguish online communication from face-to-face communication. We have analysed complaints in three major spheres: a) complaints towards public institutions, b) complaints against commercial firms and c) sharing complaints for the common benefit of a social community. In all instances, complainers online co-construct the context and the shared knowledge of the offence (complainable).
Like many other studies of online communication, we too found a tendency towards uncivil or aggressive expressions (Vladimirou et al., 2021) especially when there was no hope for “repair” of the situation (ex: these damned people lie to us (in Hebrew ‘arurim’)). Furthermore, there were individual complainers who used the online platform to gain social and political power presenting themselves as defenders of justice and of the well-being of the community.
... Abigail shows disrespect and carelessness for her mother's feelings. Then Abigail issues a speech act of complaining as Olshtain and Weinbach (1993) state. She complains about her brother's and sister's behaviors. ...
People are supposed to use language harmoniously and compatibly. However, aggression may characterize much of human communication. Aggression has long been recognized as a negative anti-social issue that prevails in most personal interactions. If it abounds in familial communications, it is more dangerous due to its harmful effects on individuals, and consequently on societies. Aggression refers to all the instances in which we try to get our way without any consideration for others. Moriarty’s novel (2014), Big Little Lies, is argued to represent the patterns of aggressive communications. This study aims to find out the motivations behind aggressive language in familial communication in this best-seller novel. It aims to identify the pragmatic strategies that are utilized to convey aggression in the data under scrutiny. As aggression is a critical social issue, it is studied in terms of the critical pragmatic paradigm. It is hypothesized that aggression is motivated by psychological factors and negative speech acts as well as impoliteness characterize all instances of aggressive communications. The analysis of data verified the two set hypotheses.
... This book presents the frst longitudinal investigation on complaining within research on the development of L2 IC. The SLA literature more generally is similarly scarce regarding indirect complaints (for research on direct complaints within the feld of interlanguage pragmatics, see Olshtain & Weinbach, 1993;Wijayanto et al., 2017;Trosborg, 1995). A few non-CA studies on indirect L2 complaining and CA studies on related issues that have some bearing on the analysis of L2 complaints are nevertheless relevant to my work. ...
This book presents unique insights into the development of L2 interactional competence through the lens of complaining, demonstrating how a closer study of complaining as a social activity can enhance our understanding of certain aspects of language learning with implications for future L2 research.
The volume employs a multimodal, longitudinal conversation analytic (CA) approach in its analysis of data from video-recorded interactions of several elementary and advanced L2 speakers of French as they build their interactional competence, understood as the ability to accomplish social actions and activities in the L2 in context-dependent and recipient-designed ways. Skogmyr Marian calls attention to three key dimensions of complaining in these conversations – its structural organization, the interactional resources people use when they complain, and how speakers’ shared interactional histories and changing social relationships affect complaint practices. The volume underscores the fundamentally multimodal, socially situated, and co-constructed nature of L2 interactional competence and the socialization processes involved in its development, indicating paths for new work on interactional competence and L2 research more broadly.
This book will be of appeal to students and scholars interested in second language acquisition, social interaction, and applied linguistics.
... Additionally, two participants noted the verbosity of the utterance in the [Snack bar] scenario, indicating that they realized that the length of the utterances per se influenced the pragmatic appropriateness of utterances in the target language, which challenges the findings of previous L2 pragmatics research on learners' pragmatic production (Blum-Kulka & Olshtain, 1986;Olshtain & Weinbach, 1993), in which learners were characterized by verbosity as a "play-it-safe" response to the absence of target language sociopragmatic knowledge. ...
This chapter first reports learners’ responses in the appropriateness judgement tasks (AJT) and semi-structured interviews concerning their L2 pragmatic awareness. The chapter then explores the relation between learners’ levels of L2 motivation and L2 pragmatic awareness. The results show that Chinese university students’ levels of pragmatic awareness were considerably associated with their attitude towards the L2 community and their intended learning efforts, but were not correlated with their overall level of L2 motivation. Intended learning efforts, together with attitude towards the L2 community and English learning per se, played a role in predicting learners’ levels of L2 pragmatic awareness. The study also shows that a mismatch between students’ English learning needs and outcomes of pragmatic acquisition, along with factors, such as a lack of pragmatic instruction, few opportunities to use pragmatic knowledge and the variety of pragmatic norms, may curb learners’ motivations to develop L2 pragmatic awareness.
... By definition, complaining is thus a face-threatening speech act -hence the use of indirectness in this potentially negative act sometimes (Shuy 1998). In their study of the realisation of complaints in Hebrew, Olshtain and Weinbach (1993) found that people tend to use more severe realisations such as warning when the speaker is of higher status than the hearer and when they are equals, however (but cf . Fraser 1998). ...
... Pese a la dificultad en definir la queja formalmente, se han apuntado algunas de sus características funcionales, que reflejan una definición más restrictiva y otra más amplia. En la definición restrictiva, se entiende por queja el resultado de una acción que se produce cuando el hablante esperaba algo que no se ha producido, y lo percibe como ofensa (Olshtain & Wienbach, 1987, 1993. Constituye, por tanto, un acto amenazante, que el hablante realiza como reacción o respuesta a un daño producido anteriormente por el oyente. ...
This article examines hotel guests’ positive and negative reviews of Spanish hotel chains in main touristic destinations of the Hispanic world, in order to describe and comprehend how the authors of the reviews present their point of view in relation to the lived experience. In this study, reviews that show guests’ (diss)satisfaction and those that include complaints or compliments are equally collected, contributing to an open line of research which has addressed a variety of issues about the users’ feedback. The research’s aim is to study, from a pragmatic-discursive approach, how guests use certain linguistic resources to develop their opinions and present their point of view as consumers. The article ultimately demonstrates the formation of new consumption patterns and new discourse practices that point to an increasing presence of consumers’ voice in the perception and evaluation of quality with a direct impact in the company services’ prestige and reputation.
... Nous entendons par degré d'intensité de l'acte, la charge de condamnation induite par divers éléments linguistiques et paralinguistiques. Le degré plus ou moins élevé d'indirection peut modifier cette charge, mais comme plusieurs chercheurs l'ont fait remarquer (Brown et Levinson, 1987;Olshtain et Weinbach, 1993;Blum-Kulka, 1997, entre autres), la menace que représente un acte de condamnation peut être modulée par l'utilisation de certains éléments intensifieurs ou adoucisseurs. Parmi ces éléments, mentionnons les éléments prosodiques (ton, intensité de la voix) -qui jouent un très grand rôle dans l'interprétation de l'acte -, la répétition de mots ou de segments entiers d'énoncés (qui a souvent valeur de moquerie), l'usage de jurons, d'éléments vocatifs (« hwɛ », appellatifs, etc.), l'accompagnement de la parole par certains gestes. ...
Cet article a traité de la violence verbale en relation avec les actes langagiers des zemijan. La violence fulgurante est caractéristique de leurs actes de condamnation. Nous avons fait une distinction qui nous semble plus opératoire entre deux catégories d'actes de condamnation: celle de la condamnation de l'action et celle de la condamnation du sujet. Nous sommes parvenu à la conclusion que l'analyse de l'acte de condamnation ne peut être menée indépendamment d'une analyse de l'ensemble du discours dans lequel il apparaît et du contexte dans lequel il prend place.
... Complaints are a type of speech act, and include disapprovals, accusations, warnings, and threats (Olshtain and Weinbach, 1993). Hence, they are one of the face-threatening acts which usually produce impoliteness. ...
This study aims to investigate the functions of off-record indirectness in Chinese interactions by examining data from a diverse range of discourse genres in a modern TV drama, a life-documentary reality show, a work-documentary reality show, and a blog. The findings reveal that, first, off-record indirectness is widely used among family members, schoolmates, colleagues, and friends in interpersonal communication; second, it serves the main functions of tactical politeness and tactical impoliteness; third, it can be exploited to fulfill other functions in an interaction, such as realizing humor, making complaints, expressing disagreement, etc., for various situational needs and effects. The present study offers a multifunctional analysis of off-record indirectness and sheds new light on its functionality for the purpose of future research.
... Más allá de las dificultades planteadas, se han propuesto varias definiciones para acotar este acto comunicativo que coinciden en señalar que la queja se construye cuando el hablante expresa su insatisfacción o sentimientos negativos hacia una situación o comportamiento determinados, que constituyen el motivo de la queja (Laforest, 2002;Olshtain y Weinbach, 1993;Trosborg, 1995). Para estos autores, lo más habitual es que la queja se dirija a la persona que se considera responsable de la situación que constituye el motivo de la queja, ya tenga esta una responsabilidad directa o indirecta. ...
El lector de Estrategias lingüísticas para la sociedad multilingüe tiene ante sí una obra coral que recoge los estudios de trece investigadores e investigadoras, especialistas en enseñanza de lenguas, extranjeras o maternas, que ponen de manifies- to la necesidad de aportar nuevos enfoques en la enseñanza- aprendizaje que tengan en cuenta la diversidad lingüística y cultural.
Estas trece investigaciones ofrecen una amplia panorámi- ca de dichos enfoques desde diferentes perspectivas de la di- dáctica de las lenguas: lengua hablada y discurso oral, lengua para fines profesionales, lengua para públicos específicos, en- señanza-aprendizaje de la gramática o enseñanza aprendizaje de la lengua con recursos digitales. Todas tienen en común el objetivo de desarrollar el potencial pedagógico del enfoque comunicativo en el contexto de las nuevas sociedades pluri- culturales y multilingües.
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... Several studies, mainly adopting a conversation-analytic (CA) perspective, have focused on spoken complaints in private and professional settings (e.g., Drew and Walker, 2009;Heinemann, 2009;Orthaber and Marquez-Reiter, 2011;Ekstr€ om and Lundstr€ om, 2014;Klempka and Stimson, 2014). In discourse-pragmatic studies on complaints and negative reviews, a variety of discursive strategies related to, for instance, objectification, narration, authenticity, audience involvement, stance, and (in)directness, have been examined, with the focus shifting from studying spoken complaints in the context of second language acquisition (Olshtain and Weinbach, 1993), also by comparing the speech of native and non-native speakers (Trosborg, 1995;Chen et al., 2011), to studying digital/online complaints and negative reviews (V asquez, 2011;Dayter and Rüdiger, 2014;Decock and Spiessens, 2017), also from a cross-linguistic perspective (e.g., Cenni and Goethals (2017) compared Italian, English, and Dutch negative reviews). ...
In the current era of digitalization, most hotels are present on the Internet and most booking decisions are made online. Several online public review platforms exist, and it is crucial to know how their specific affordances influence the formulation of online negative reviews, as differences in the make-up of online reviews are likely to affect hotel managers' responses to these reviews and other customers' decisions. This research explores the impact of TripAdvisor's and Booking.com's affordances on the content of hotel reviews. Using a multilingual corpus, we selected 100 negative reviews written in French on each of these two platforms and compared them in terms of review length, the number of constitutive negative review components, how a particular component is realized, and the use of upgraders and downgraders. We predicted reviews to be more explicitly negative on TripAdvisor than on Booking.com because Booking.com's affordances elicit both positive and negative comments, as the platform provides a blank text template for positive comments and one for negative comments, and because it invites feedback in the form of lists instead of narratives, thus decreasing the likelihood of dissatisfaction narratives to unfold. Our results confirm these predictions: TripAdvisor reviews are longer than Booking.com reviews; the former are also more explicit, and include a larger variety of negative evaluations.
This research aims to elaborate the kind of complaint strategies do Indonesian with Special Preference to Makassarese employ. This research study adopts DCT (Discourse Completion Task) as the research instrument for collecting data. DCT is a form of questionnaire describing some natural situations to which the respondents are expected to react making complaints. The data for this study taken from 30 native speakers of Indonesian especially Makassarese. Subjects are asked to participate in the study in person by the researcher. The subjects are provided with a survey packet comprised of the Informed Consent, the Demographic Survey, and the DCT. Subjects are asked to complete the Informed Consent. In analyzing the data, the researcher makes a table of responses from all the respondents in each situation. And then, the data of this research are analyzed based on the compilation of strategy from six linguists such as Giddens (1981), Olstain & Weinbach (1993), Boxer (1993), Trosborg (1995), Murphy & Neu (1996), and Rinnert & Nogami (2006). By this compilation of strategy, the researcher identifies the strategy applied by the participant in complaining. The analysis shows that the kind of complaint strategies do Indonesian especially Makassarese in complaining are complaint, criticism, explanation of purpose, candidate solution, sarcasm, threat, apology, asking for responsibility, expressing disappointment, opener, justification, preaching, closing and satire. By doing a research about complaining behavior of Indonesian, the researcher suggests in this study that is the addition to the notion of classification of complaint strategy developed by the linguists based on the phenomena found in the research. The strategy is added up to this compilation is satire. Satire is a humorous way of criticizing people or ideas to show that they have faults or are wrong, or a piece of writing or a play that uses this style.
Although the necessity and importance of teaching pragmatics have been recognized, language teachers may hesitate to teach pragmatics in their classrooms for two reasons. First, teaching pragmatics is a diffi cult and sensitive issue due to the high degree of “face threat” it oft en involves and, second, the number of available pedagogical resources is limited. In this critical review of empirical studies in interlanguage pragmatics (ILP), the author argues that ILP research is a useful source of information for language teachers to make informed decisions about teaching pragmatics. First, she discusses the similarities and diff erences between L1 and L2 speakers’ pragmatics and explanations for such diff erences. Secondly, she considers how L2 learners develop pragmatic competence, both in and outside classrooms. Finally, she examines the issues of teachability and the teaching of pragmatics in language classrooms.
This article discusses the complaint speech acts found in the dialogues of “My Liberation Notes” drama. This study aimed to identify strategies and linguistic features of each complaint speech act found in the drama. The collected data were analyzed with qualitative descriptive method using Kim Kyung-Ryung’s theory by classifying data in six complaint speech act strategies that appeared in the dialogues. Each strategy and sub-strategy had different linguistic features such as a variety of the words, grammars, sentence types, expressions, etc. 암시하기(amsihagi)/hints strategy used question form sentence and expression of carefulness, 질책하기 (jilchaekhagi)/rebuking used expression of surprise, 비난하기 (binanhagi)/criticism used form of negation, 짜증나기 (jjajeungnagi)/annoyance used interjection and word with annoying meaning, 내적수식어 (naejeoksusikeo)/internal modification used expression and word that highlight politeness, and 외적수식어 (wejeoksusikeo)/external modification appeared with usage of word and expression that weaken and strengthen the meaning of the action.
In this paper, we examine uses of ‘don’t worry’ by Chinese speakers of English, which may trigger intercultural irritations. We investigate such problematic uses from a contrastive angle, by considering whether they relate to the fact that in Chinese there are two expressions which may be equivalents of English ‘don’t worry’: fangxin 放心 (lit. ‘ease your heart’) and bie-danxin 别担心 (lit. ‘don’t burden your heart’). First, we present uses of ‘don’t worry’ by Chinese learners of English and examine them through the lens of speech acts and interaction. Second, we undertake a corpus-based study of the speech act-indicating interactional uses of ‘don’t worry’, fangxin and bie-danxin, teasing out their conventional uses. Finally, we consider whether uses of ‘don’t worry’ by Chinese learners of English are influenced by pragmatic transfer and, if so, what this transfer looks like.
Despite the fact that routine formulae are idiomatic expressions “whose occurrence is closely bound to specific social situations” (Coulmas, 1979: 240), there is a scarcity of studies analysing Spanish phraseologisms from a pragmalinguistic perspective, let alone within the framework of Speech Act Theory. For this reason, we believe that lexicographic information on their functions is incomplete and lacking in precision. Therefore, this paper aims to explore the communicative potential of two routine formulae —qué broma es esta and de qué vas— and to establish the boundaries between three possible Face Threatening Acts (FTA) that these formulae may convey. To do so, we analysed 141 examples extracted from the corpus esTenTen18, among other methods, by examining the illocutionary force of the acts performed when these expressions are used. The results show that both expressions primarily convey reproach, in contrast to the information provided in various Spanish dictionaries.
This chapter starts with a literature review on complaints in institutional settings and discusses the face-threatening nature of complaints. It then focuses on the practices the customers use in complaint call openings, middles and ends and discusses their face-threatening potential (e.g., venting, use of lexical devices, reported speech, and manipulation of prosodic features). It also looks into the resources and practices used by the agent, such as passive resistance, topic shift, shifting of responsibility, and sequential deletion. The second part of the chapter explores online complaints. To this end, the chapter describes the characteristics of corporate Facebook pages and online complaints, outlining the most salient differences between spoken and written complaints. The analytical part focuses on the manifestations of impoliteness in online complaints, such as disattending and denials on the part of the agent and flaming and implicational impoliteness used by the customers. Moreover, the chapter discusses how the interactional organisation of Facebook complaints is shaped through its technological affordances.
Speech acts in CMC (Computer Mediated Communication) have been receiving increasing attention in recent years. This study attempted to make a cross-cultural comparison of Chinese and American online complaints of restaurants from the perspective of speech act structure in relation to face management. In spite of likeness in the general taxonomy of retrospective and prospective speech acts between the two corpora, addressivity appeared to be a strong factor affecting how face was managed in the specific construction of complaints as speech act sets in the Chinese data set, while such a discrepancy was absent from the American reviews where the face of restaurants and fellow consumers was not handled with much distinction and discretion. These findings in terms of the level of sensitivity and adaptation to the context seem to imply that the generally-recognized distinction of high-context vs. low-context between the two cultures is also manifested in online reviews.
Equipping students with Sociopragamatic awareness is very crucial to be deployed. Since Sociopragmatic competences are required in communications, the ELT teachers need to facilitate them with engaging activities and authentic material. Making the students engage actively in classroom instruction will increase their enthusiasm and spread the positivity among the students. However, inserting Socioragmatic into classroom instruction is rarely to be implemented by the teachers. To fill this void, the article presents activities to arouse the students Sociopragmatic awareness through locally situated process. This process is implemented in form of Discourse Completion Task (DCT), movie clips, and comic strips. These classroom activities are believed to give opportunities for the students to experience language practices therefore they know how to use the sensitive English.
This chapter describes the methods used in the study. It begins by introducing the reasons for an explanatory sequential mixed methods design and then describes the selection of participants in the research. Then, it moves on to the descriptions of the web-based quantitative data collection instruments and the qualitative interviews. Subsequently, a description of the data analysis approach is offered. Finally, ethical issues regarding the study are discussed.KeywordsResearch methodologyMixed methods designData collection methodsData collection instrumentsWeb-based surveyMotivation questionnaireAppropriate judgement tasksMultiple-choice listening questionnaireDiscourse completion tasksInterviews
Abstrak Lakuan bahasa membuat aduan sering menarik perhatian penyelidik dalam banyak perspektif. Sebilangan be-sar kajian terdahulu mengenai membuat aduan banyak bergantung kepada data tugas penyempurnaan waca-na (TPW), dan ada juga yang menggunakan data yang diperoleh secara etnografi. Pada masa kini, dengan penggunaan Internet yang meluas, banyak urusan manusia telah beralih ke dalam talian, termasuklah mem-buat aduan. Walau bagaimanapun, masih tidak banyak kajian mengenai lakuan bahasa aduan yang dilakukan di dalam talian. Justeru, kajian ini telah menggunakan data aduan di bahagian komen di laman Facebook Air Selangor. Sebanyak 74 aduan diperoleh daripada 200 komen di bahagian komen pada laman Facebook Air Se-langor. Pengguna air membuat aduan sebagai tindak balas terhadap notis pemberitahuan mengenai gangguan bekalan air yang berlaku di Lembah Klang. Data dianalisis menggunakan kerangka yang diperkenalkan oleh Depraetere et al. (2020) dan Decock dan Depraetere (2018). Hasil kajian menunjukkan bahawa pengadu lebih suka menggunakan satu dan dua komponen sahaja, iaitu strategi pengaduan dan ketidakpuasan atau gabun-gan keduanya. Hasil kajian membuktikan bahawa pengadu lebih banyak menggunakan strategi pengaduan yang implisit berbanding eksplisit. Walaupun kajian ini dilakukan secara dalam talian, didapati bahawa aduan yang dibuat tidak terlalu agresif dan tidak menggunakan banyak kata-kata kasar. Sebilangan besar aduan hanya berhenti di komponen B, iaitu rasa tidak puas hati dan tidak banyak yang menggunakan komponen se-terusnya. Kajian ini signifikan kerana dapat memberikan pengetahuan mengenai penggunaan bahasa dalam kalangan ahli masyarakat di Malaysia, terutamanya dalam membuat aduan di media sosial. Kata kunci: lakuan bahasa, membuat aduan, pragmatik, Facebook Abstract The speech act of complaints has often caught the attention of researchers in many perspectives. Most previous studies on complaints relied on discourse completion task (DCT) data, and some used ethnographically obtained data. Nowadays, with the widespread use of the Internet, many human affairs have also shifted to online, including complaints. However, there is still not much research done on complaint speech act in an online setting. Therefore, this study has utilized the data of complaints in the comments section on the Facebook page of Syarikat Air Selangor. A total of 74 complaints were obtained from 200 comments in the comments section on Air Selangor's Facebook page. Water consumers make complaints as a response to a notification of water supply disruptions in the Klang Valley. The data were analyzed using the framework introduced by Depraetere et al. (2020) and Decock & Depraetere (2018).
The present study examines the realization of complaints by Cameroonian French speakers. The data were collected, by means of discourse completion tasks (DCT) that was administered to 228 participants in Yaoundé and Douala, Cameroon. The examples were analyzed according to the following aspects: head act strategies (direct and indirect complaints) and external modifiers. With respect to head act strategies, the results show that the informants mostly preferred direct complaints in the form of expressions of disapproval and accusations, and indirect complaints in the form of expressions of disbelief and requests for repair. It was also found that the participants mostly used complex complaint utterances with a wide variety of pragmatic strategies and linguistic realizations. The analysis also reveals that the participants employed different types of external modifiers to soften or aggravate their complaints. These include preparatory acts such as exclamations, attention getters, address terms, etc., and supportive acts such as expressions of regrets, insistence acts, sarcasm, suggestions, etc. The strategies and formulas attested in the data seem to reflect the way in which Cameroon French speakers voice complaints in naturally occurring situations involving peer equality.
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