Cultural schemas in L1 and L2 compliment responses: A study of Persian-speaking learners of English
Cultural schemas in L1 and L2 compliment responses: A study of Persian-speaking learners of English
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L1 和 L2 赞美反应中的文化模式：对波斯语英语学习者的研究
DOI：
10.1515/pr.2008.003
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发表时间：
2008
影响因子：
3.6
通讯作者：
F. Sharifian
中科院分区：
文献类型：
--
作者：
F. Sharifian
摘要本文探讨了言语行为和文化概念化之间的关系，通过检查在何种程度上由波斯语使用者在他们的L1和L2（英语）的恭维反应是由波斯文化图式的shekasteh-nafsi 'modesty'通知。这种模式似乎植根于伊朗社会的某些文化精神传统，促使说话者否定或贬低赞美，贬低他们的才能、技能、成就等，然后把赞美的话还给赞美者。这个图式还鼓励说话者将赞美重新分配给家庭成员、朋友、上帝或其他同事。在这项研究中，一个波斯语和英语版本的话语完成测试（DCT）被用来收集数据，从一组波斯语的英语学习者在伊朗。参与者首先完成英语DCT，然后在两周后收到并完成波斯语版本。结果表明，无论是在母语还是在二语中，波斯语使用者都在不同程度上体现了shekasteh-nafsi的文化图式。本研究的一个重要发现是，即使这种文化图式反映在说话人的恭维语中，但在相应的母语回应中可能并不存在。研究结果还表明，图式可能会根据不同的情况下接受恭维的实例。这些观察指出了语言和文化概念化之间关系的动态本质。本文最后讨论了研究结果对英语作为国际语言的教学和学习的影响。
Abstract This paper explores the relationship between speech acts and cultural conceptualizations by examining the degree to which compliment responses produced by Persian speakers in their L1 and L2 (English) are informed by the Persian cultural schema of shekasteh-nafsi ‘modesty’. The schema, which appears to be rooted in certain cultural-spiritual traditions of Iranian society, motivates the speakers to negate or scale down compliments, downplay their talents, skills, achievements, etc., and return the compliment to the complimenter. The schema also encourages the speakers to reassign the compliment to a family member, a friend, God, or another associate. In this study, a Persian and an English version of a discourse completion test (DCT) were used to collect data from a group of Persian speaking learners of English in Iran. The participants completed the English DCT first and then received and completed the Persian version after an interval of two weeks. The results revealed that speakers of Persian instantiated the cultural schema of shekasteh-nafsi, in varying degrees, in their responses to compliments both in their L1 and L2. A significant finding of the study was that even where this cultural schema is reflected in a speaker's compliment response in his/her L2 it may be absent from the corresponding L1 response. The findings also suggest that the schema may be instantiated differently according to the context of receiving the compliment. These observations point to the dynamic nature of the relationship between language and cultural conceptualizations. The paper ends by presenting a discussion of the implications of the findings for the teaching and learning of English as an International Language.