Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy

Schauer, Gila A.; Adolphs, Svenja

doi:10.1016/j.system.2005.09.003

Cited by 127 publications

(67 citation statements)

References 13 publications

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“…As other corpus research has shown (Schauer & Adolphs, 2006), giving a reason for gratitude is a common accompanying move in spoken English. However, with thanks and thank you the reason move is optional.…”

Section: Thanks To You Meaning "Because Of You"mentioning

confidence: 80%

“…Nevertheless, in both instruction in and assessment of the pragmatics of use of thanks to you, it is necessary to provide sufficient explanation in order for students to be able to discern the meaning of thanks to you as used in class activities or test items in which they are required to identify the intended illocutionary force (gratitude, positive or negative affect causality). As Schauer and Adolphs (2006) argue, corpus-inspection can help remedy the inevitable limitations of native-speaker intuition as solicited by DCTs and lead to the design of more effective DCTs and teaching materials. Class activities such as having students write and discuss literal translations of cognate gratitude formulas -such as shukran lakum in Arabic or gracias a ti in Spanish -in response to DCT prompts (Eslami-Raskh 2005) would also be useful in raising learner's awareness that these are "false friends".…”

Section: Discussionmentioning

confidence: 99%

“…As an example of this, Schauer and Adolphs (2006) compared their corpus research data with the descriptions of thanking found in various instruction materials -presumably based on native speaker intuition -and found both the range of linguistic realizations and of formulaic sequences for thanking much smaller than that revealed in the corpus data. However, there are disadvantages to the use of language corpora in language teaching.…”

Section: Corpus Studies and Language Learningmentioning

confidence: 99%

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Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts

Lanteigne

Crompton

2011

RiL

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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating "because of you" positively, and communicating "because of you" negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.

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Section: Thanks To You Meaning "Because Of You"mentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Corpus Studies and Language Learningmentioning

confidence: 99%

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Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts

Lanteigne

Crompton

2011

RiL

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“…The markedly different patterns of linguistic form and function in expressing compliments indicate that there is no single set of linguistic features to be emphasized for all students, once they have mastered the rudiments of English grammar (Cobb, 2013). Rather, it is important to teach the linguistic characteristics and functions of particular target registers, so that students would be able to control the language structures they encounter in actual discourse and to adjust their language use appropriately for different registers ( Schauer & Adolphs, 2016). Belz and Vyatkina (2014) underline how such activities can be learner-rather than teacher-directed with appropriate corpora providing a self-access resource from which learners can derive information for themselves.…”

Section: Resultsmentioning

confidence: 99%

A Corpus-Based Comparative Study of Malaysian ESL Learners and Native English Speakers in Compliment Patterns

Paramasivam¹,

Farashaiyan²

2017

IJL

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Even though many language learners are concerned with to master target proficiency, owing to years of meticulous studies, immersion in TL environments, access to multimedia and educational amenities, in addition to availability of affluent sources or merely thanks to Godgiven language talents, many will seldom take off from conspicuous learner-language and might never produce authentic language either in speech or in writing. In recent years, however, with corpus linguistics gaining currency in academia, a new light has begun to glimmer at the end of the tunnel that corpus-based materials and data-driven language instructions can actively and consciously engage learners and acquaint them with what authentic language is rather than what the text books prescribe it to be. Already, a growing body of research has been dedicated to data-driven learning across the world to survey the effectiveness of incorporating corpora in ELT. As such, the purpose of this research is to investigate the patterns of compliments in writings of the Malay ESL students and compare the findings with native English speakers. The results showed that the Malay ESL learners used a rather different number of syntactic patterns compared to the English native speakers International Journal of Linguistics ISSN 1948-5425 2017 www.macrothink.org/ijl 233 and their frequency of patterns outgrew those of the natives.

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“…Okamoto and Robinson (1997) studied determinants of gratitude expressions in British speakers, and Giannoni (1998Giannoni ( , 2002 and Hyland (2003Hyland ( , 2004) investigated acknowledgement texts in research articles and in graduate dissertations respectively. The investigation by Schauer and Adolphs (2005) explored the similarities and differences of gratitude expressions used in a discourse completion task and in a five-million-word corpus of spoken English, examining the advantages and disadvantages of both data sets with regard to the language-teaching context. Contrastive work has been devoted to the representation of thanking in the materials used for teaching and learning Spanish as FL (de Pablos-Ortega, 2011a, 2011b) and the perception of English native speakers towards the absence of thanking in Spanish (de Pablos-Ortega, 2010).…”

Section: Introductionmentioning

confidence: 99%

Thank you for a lovely day! Contrastive Thanking in Textbooks for Teaching English and Spanish as Foreign Languages

Pablos-Ortega

2015

Pragmática Sociocultural / Sociocultural Pragmatics

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Thanking, as other speech acts such as apologizing or requesting, can be performed in numerous contexts and, for their analysis, many crucial variables must be taken into consideration (eg. social distance, gender, age, etc.), which often are difficult to control. Besides these variables, speech acts are carried out in different situations, taking into account the culture in which they are performed. For example, thanking might be performed after alighting a bus in the UK, the USA or Australia, but this might not necessarily happen in Spain. The aim of the study on which this paper is based, in to explore thanking contrastively in British English and in Peninsular Spanish from a pragmatic viewpoint, by looking at specific independent variables: the context and situation in which this speech act is performed, the relationship between the interlocutors who perform it, which includes social power and distance, and the reason for expressing gratitude. For the purpose of this investigation, a corpus of 128 textbooks (64 for each language) for the learning and teaching of Spanish and English as foreign languages was used. It is important to note that, although these corpora are built on prefabricated dialogues and these can be regarded as abstractions of reality, the communicative situations found in the textbooks are aimed at depicting exchanges and linguistic patterns representing what naturally occurs in real conversations in both cultures.

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Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy

Cited by 127 publications

References 13 publications

Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts

Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts

A Corpus-Based Comparative Study of Malaysian ESL Learners and Native English Speakers in Compliment Patterns

Thank you for a lovely day! Contrastive Thanking in Textbooks for Teaching English and Spanish as Foreign Languages

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