The acquisition of communicative style in Japanese

Clancy, Patricia M.

doi:10.1017/cbo9780511620898.011

Cited by 185 publications

(208 citation statements)

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“…I agree with Blum-Kulka (1992), Demuth (1986), Clancy (1986), Gleason et al (1984), Snow et al (1990) and Yahya-Othman (1994) that politeness on the cultural level is learned by children in their vernacular and educational environments. This claim, I believe, is equally valid for the cultural communities which these authors studied (such as the Israeli, the Swahili or the Japanese) and for Spanish society.…”

Section: Politeness and Metapragmaticssupporting

confidence: 72%

Metapragmatic First-Order Politeness in Peninsular Spanish

Ardila¹

2017

HJLCB

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Research on Spanish politeness has developed dramatically in the past decade. One of the most infl uential theses regarding Spanish politeness was posited by Hickey (1991), who, in comparing Spanish to English, concluded that Peninsular Spanish has a positive politeness model. Subsequently, a number of linguists have further compared politeness in Spain to politeness in Britain. In analysing countless samples of expressive politeness (i.e. requests, apologies, terms of address, etc.), these authors have come to the conclusion that positive politeness predominates in Spain. However, such critical tendencies ignore the latest trends in politeness studies: one year after the publication of Hickey´s (1991) essay, Watts et al. (1992) vindicated the need to discern fi rst-order politeness from second-order politeness, and put forward the relevance of metapragmatic discussions of politeness. Descriptivist assessments of Spanish politeness prevent linguists from attempting a metapragmatic methodology that help to determine where Spanish speakers stand in the politeness-impoliteness continuum. Nonetheless, current research on general politeness studies clearly envisages that this is a task that Spanish linguistics will need to fulfi l in the long run.

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Section: Politeness and Metapragmaticssupporting

confidence: 72%

Metapragmatic First-Order Politeness in Peninsular Spanish

Ardila¹

2017

HJLCB

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“…However, the other two components may be expected to effect the generalization procedure adversely. Japanese is a well known example of a case-marking language in which adults usually omit the case markers when speaking to children (Clancy 1985). Although Japanese has an accusative pattern of case marking that is fairly consistent, children do not hear very many instances of the case markers in caretaker speech.…”

Section: The Learnability Of Morphologically Ergative Languagesmentioning

confidence: 99%

“…Acquisition data from Japanese suggests that children experience different degrees of difficulty learning to use the accusative system of case markers on Japanese NP's (Clancy 1985;Morokawa 1989;Yokoyama & Schaefer 1986). Japanese children first use case markers around 2;0, and the first case marker to appear is the subject marker ga.…”

Section: Japanesementioning

confidence: 99%

The acquisition of ergative languages

Pye¹

1990

Ling

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“…Work by Schieffelin (1990) and others (Burdelski 2010, this volume;Clancy 1986;Rabain-Jamin 1998) has exanlined prompting as an important resource for 'socialization to use language' (Schieffelin and Ochs 1986: 163), as well as socialization into particular relationships. In Kaluli a specific grammatical form, a:la:ma or 'say like that,' is used to help establish the gender identity of girls.…”

Section: Introductionmentioning

confidence: 99%