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politeness</title> <meta name="description" content="Search results for: politeness"> <meta name="keywords" content="politeness"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="politeness"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 33</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: politeness</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Positive Politeness in Writing Centre Consultations with an Emphasis on Praise</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avasha%20Rambiritch">Avasha Rambiritch</a>, <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Carstens"> Adelia Carstens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In especially the context of a writing center, learning takes place during, and as part of, the conversations between the writing center tutor and the student. This interaction or dialogue is an integral part of writing center research and is the focus of this largely qualitative study, employing a politeness lens. While there is some research on positive politeness strategies employed by writing center tutors, there is very little research on specifically praising as a positive politeness strategy. This study attempts to fill this gap by analyzing a corpus of 10 video-recorded consultations to determine how tutors in a writing center utilize the positive politeness strategy of praise. Findings indicate that while tutors exploit a range of politeness strategies, praise is used more often than any other strategy. The research indicates that praise as a politeness strategy is utilized significantly more when commenting on higher-order concerns, as in line with the writing center literature. The benefits of this study include insights into how such analyses can be used to better prepare and equip the tutors (usually postgraduate students appointed as part-time tutors in the writing center) for the work they do on a daily basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20center" title="writing center">writing center</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20politeness" title=" positive politeness"> positive politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=tutor" title=" tutor"> tutor</a> </p> <a href="https://publications.waset.org/abstracts/135646/positive-politeness-in-writing-centre-consultations-with-an-emphasis-on-praise" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Investigating (Im)Politeness Strategies in Email Communication: The Case Algerian PhD Supervisees and Irish Supervisors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zehor%20Ktitni">Zehor Ktitni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In pragmatics, politeness is regarded as a feature of paramount importance to successful interpersonal relationships. On the other hand, emails have recently become one of the indispensable means of communication in educational settings. This research puts email communication at the core of the study and analyses it from a politeness perspective. More specifically, it endeavours to look closely at how the concept of (im)politeness is reflected through students’ emails. To this end, a corpus of Algerian supervisees’ email threads, exchanged with their Irish supervisors, was compiled. Leech’s model of politeness (2014) was selected as the main theoretical framework of this study, in addition to making reference to Brown and Levinson’s model (1987) as it is one of the most influential models in the area of pragmatic politeness. Further, some follow-up interviews are to be conducted with Algerian students to reinforce the results derived from the corpus. Initial findings suggest that Algerian Ph.D. students’ emails tend to include more politeness markers than impoliteness ones, they heavily make use of academic titles when addressing their supervisors (Dr. or Prof.), and they rely on hedging devices in order to sound polite. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politeness" title="politeness">politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=email%20communication" title=" email communication"> email communication</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20pragmatics" title=" corpus pragmatics"> corpus pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=Algerian%20PhD%20supervisees" title=" Algerian PhD supervisees"> Algerian PhD supervisees</a>, <a href="https://publications.waset.org/abstracts/search?q=Irish%20supervisors" title=" Irish supervisors"> Irish supervisors</a> </p> <a href="https://publications.waset.org/abstracts/176737/investigating-impoliteness-strategies-in-email-communication-the-case-algerian-phd-supervisees-and-irish-supervisors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176737.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Speech Acts and Politeness Strategies in an EFL Classroom in Georgia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tinatin%20Kurdghelashvili">Tinatin Kurdghelashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper deals with the usage of speech acts and politeness strategies in an EFL classroom in Georgia (Rep of). It explores the students’ and the teachers’ practice of the politeness strategies and the speech acts of apology, thanking, request, compliment/encouragement, command, agreeing/disagreeing, addressing and code switching. The research method includes observation as well as a questionnaire. The target group involves the students from Georgian public schools and two certified, experienced local English teachers. The analysis is based on Searle’s Speech Act Theory and Brown and Levinson’s politeness strategies. The findings show that the students have certain knowledge regarding politeness yet they fail to apply them in English communication. In addition, most of the speech acts from the classroom interaction are used by the teachers and not the students. Thereby, it is suggested that teachers should cultivate the students’ communicative competence and attempt to give them opportunities to practice more English speech acts than they do today. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20foreign%20language" title="english as a foreign language">english as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia" title=" Georgia"> Georgia</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness%20principles" title=" politeness principles"> politeness principles</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a> </p> <a href="https://publications.waset.org/abstracts/17320/speech-acts-and-politeness-strategies-in-an-efl-classroom-in-georgia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">636</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Requests and Responses to Requests in Jordanian Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raghad%20Abu%20Salma">Raghad Abu Salma</a>, <a href="https://publications.waset.org/abstracts/search?q=Beatrice%20Szczepek%20Reed"> Beatrice Szczepek Reed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Politeness is one of the most researched areas in pragmatics as it is key to interpersonal interactional phenomena. Many studies, particularly in linguistics, have focused on developing politeness theories and exploring linguistic devices used in communication to construct and establish social norms. However, the question of what constitutes polite language remains a point of ongoing debate. Prior research primarily examined politeness in English and its native speaking communities, oversimplifying the notion of politeness and associating it with surface-level language use. There is also a dearth of literature on politeness in Arabic, particularly in the context of Jordanian Arabic. Prior research investigating politeness in Arabic make generalized claims about politeness in Arabic without taking the linguistic variations into account or providing empirical evidence. This proposed research aims to explore how Jordanian Arabic influences its first language users in making and responding to requests, exploring participants' perceptions of politeness and the linguistic choices they make in their interactions. The study focuses on Jordanian expats living in London, UK providing an intercultural perspective that prior research does not consider. This study employs a mixed-methods approach combining discourse completion tasks (DCTs) with semi-structured interviews. While DCTs provide insight into participants’ linguistic choices, semi-structured interviews glean insight into participants' perceptions of politeness and their linguistic choices impacted by cultural norms and diverse experiences. This paper discusses previous research on politeness in Arabic, identifies research gaps, and discusses different methods for data collection. This paper also presents preliminary findings from the ongoing study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politeness" title="politeness">politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=jordanian%20arabic" title=" jordanian arabic"> jordanian arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20politeness" title=" intercultural politeness"> intercultural politeness</a> </p> <a href="https://publications.waset.org/abstracts/170683/requests-and-responses-to-requests-in-jordanian-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Intercultural Competence, (Im)Politeness and the Use of Social Media during the Intercultural Adjustment Period of Indonesian Postgraduate Students in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erizal%20Lugman">Erizal Lugman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To achieve their academic goals whilst studying abroad, international students must successfully adjust to cross-cultural differences. As a result, they need to develop new abilities including intercultural competence and politeness in order to effectively communicate with different languages and cultures. (Im)politeness is also an essential aspect of intercultural competence which is vital for effective intercultural communication. This study seeks to integrate different aspects of intercultural competence, (im)politeness and the use of social media platforms which is solely focused on Indonesian students studying in the UK. Using a purposive sampling method, participants will be recruited to address the research questions who will all be volunteers and have lived in Britain for at least six months or who have passed the cultural adjustment period. Using a range of quantitative and qualitative methods, in this respect, participants will be recruited and asked to relate the intercultural experiences they encountered during the cultural adjustment period through the use of e-portfolios, interviews, and critical reflection. This will be followed by online surveying from the Indonesian participants' point of view using the cross-cultural adaptability inventory (CCAI), which aims to measure the individual potential for cross-cultural adaptability. A discursive approach will be employed which aims to focus on analysing (im)politeness as reported and narrated by the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=im%29politeness" title="im)politeness">im)politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/99035/intercultural-competence-impoliteness-and-the-use-of-social-media-during-the-intercultural-adjustment-period-of-indonesian-postgraduate-students-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Linguistic Politeness in Higher Education Teaching Chinese as an Additional Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leei%20Wong">Leei Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in globalized contexts precipitate changing perceptions concerning linguistic politeness practices. Within these changing contexts, misunderstanding or stereotypification of politeness norms may lead to negative consequences such as hostility or even communication breakdown. With China’s rising influence, the country is offering a vast potential market for global economic development and diplomatic relations and opportunities for intercultural interaction, and many outside China are subsequently learning Chinese. These trends bring both opportunities and pitfalls for intercultural communication, including within the important field of politeness awareness. One internationally recognized benchmark for the study and classification of languages – the updated 2018 CEFR (Common European Framework of Reference for Language) Companion Volume New Descriptors (CEFR/CV) – classifies politeness as a B1 (or intermediate) level descriptor on the scale of Politeness Conventions. This provides some indication of the relevance of politeness awareness within new globalized contexts for fostering better intercultural communication. This study specifically examines Bald on record politeness strategies presented in current beginner TCAL textbooks used in Australian tertiary education through content-analysis. The investigation in this study involves the purposive sampling of commercial textbooks published in America and China followed by interpretive content analysis. The philosophical position of this study is therefore located within an interpretivist ontology, with a subjectivist epistemological perspective. It sets out with the aim to illuminate the characteristics of Chinese Bald on record strategies that are deemed significant in the present-world context through Chinese textbook writers and curriculum designers. The data reveals significant findings concerning politeness strategies in beginner stage curriculum, and also opens the way for further research on politeness strategies in intermediate and advanced level textbooks for additional language learners. This study will be useful for language teachers, and language teachers-in-training, by generating awareness and providing insights and advice into the teaching and learning of Bald on record politeness strategies. Authors of textbooks may also benefit from the findings of this study, as awareness is raised of the need to include reference to understanding politeness in language, and how this might be approached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20politeness" title="linguistic politeness">linguistic politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language" title=" Chinese language"> Chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=additional%20language" title=" additional language"> additional language</a> </p> <a href="https://publications.waset.org/abstracts/150325/linguistic-politeness-in-higher-education-teaching-chinese-as-an-additional-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> The Development of Explicit Pragmatic Knowledge: An Exploratory Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aisha%20Siddiqa">Aisha Siddiqa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The knowledge of pragmatic practices in a particular language is considered key to effective communication. Unlike one’s native language where this knowledge is acquired spontaneously, more conscious attention is required to learn second language pragmatics. Traditional foreign language (FL) classrooms generally focus on the acquisition of vocabulary and lexico-grammatical structures, neglecting pragmatic functions that are essential for effective communication in the multilingual networks of the modern world. In terms of effective communication, of particular importance is knowledge of what is perceived as polite or impolite in a certain language, an aspect of pragmatics which is not perceived as obligatory but is nonetheless indispensable for successful intercultural communication and integration. While learning a second language, the acquisition of politeness assumes more prominence as the politeness norms and practices vary according to language and culture. Therefore, along with focusing on the ‘use’ of politeness strategies, it is crucial to examine the ‘acquisition’ and the ‘acquisitional development’ of politeness strategies by second language learners, particularly, by lower proficiency leaners as the norms of politeness are usually focused in lower levels. Hence, there is an obvious need for a study that not only investigates the acquisition of pragmatics by young FL learners using innovative multiple methods; but also identifies the potential causes of the gaps in their development. The present research employs a cross sectional design to explore the acquisition of politeness by young English as a foreign language learners (EFL) in France; at three levels of secondary school learning. The methodology involves two phases. In the first phase a cartoon oral production task (COPT) is used to elicit samples of requests from young EFL learners in French schools. These data are then supplemented by a) role plays, b) an analysis of textbooks, and c) video recordings of classroom activities. This mixed method approach allows us to explore the repertoire of politeness strategies the learners possess and delve deeper into the opportunities available to learners in classrooms to learn politeness strategies in requests. The paper will provide the results of the analysis of COPT data for 250 learners at three different stages of English as foreign language development. Data analysis is based on categorization of requests developed in CCSARP project. The preliminary analysis of the COPT data shows that there is substantial evidence of pragmalinguistic development across all levels but the developmental process seems to gain momentum in the second half of the secondary school period as compared to the early period at school. However, there is very little evidence of sociopragmatic development. The study aims to document the current classroom practices in France by looking at the development of young EFL learner’s politeness strategies across three levels of secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20pragmatics" title=" interlanguage pragmatics"> interlanguage pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a> </p> <a href="https://publications.waset.org/abstracts/38474/the-development-of-explicit-pragmatic-knowledge-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Investigating the Effect of Metaphor Awareness-Raising Approach on the Right-Hemisphere Involvement in Developing Japanese Learners’ Knowledge of Different Degrees of Politeness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masahiro%20Takimoto">Masahiro Takimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study explored how the metaphor awareness-raising approach affects the involvement of the right hemisphere in developing EFL learners’ knowledge regarding the different degrees of politeness embedded within different request expressions. The present study was motivated by theoretical considerations regarding the conceptual projection and the metaphorical idea of politeness is distance, as proposed; this study applied these considerations to develop Japanese learners’ knowledge regarding the different politeness degrees and to explore the connection between the metaphorical concept projection and right-hemisphere dominance. Japanese EFL learners do not know certain language strategies (e.g., English requests can be mitigated with biclausal downgraders, including the if-clause with past-tense modal verbs) and have difficulty adjusting the politeness degrees attached to request expressions according to situations. The present study used a pre/post-test design to reaffirm the efficacy of the cognitive technique and its connection to right-hemisphere involvement by mouth asymmetry technique. Mouth asymmetry measurement has been utilized because speech articulation, normally controlled mainly by one side of the brain, causes muscles on the opposite side of the mouth to move more during speech production. The present research did not administer the delayed post-test because it emphasized determining whether metaphor awareness-raising approaches for developing EFL learners’ pragmatic proficiency entailed right-hemisphere activation. Each test contained an acceptability judgment test (AJT) along with a speaking test in the post-test. The study results show that the metaphor awareness-raising group performed significantly better than the control group with regard to acceptability judgment and speaking tests post-test. These data revealed that the metaphor awareness-raising approach could promote L2 learning because it aided input enhancement and concept projection; through these aspects, the participants were able to comprehend an abstract concept: the degree of politeness in terms of the spatial concept of distance. Accordingly, the proximal-distal metaphor enabled the study participants to connect the newly spatio-visualized concept of distance to the different politeness degrees attached to different request expressions; furthermore, they could recall them with the left side of the mouth being wider than the right. This supported certain findings from previous studies that indicated the possible involvement of the brain's right hemisphere in metaphor processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metaphor%20awareness-raising" title="metaphor awareness-raising">metaphor awareness-raising</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20hemisphere" title=" right hemisphere"> right hemisphere</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20politeness" title=" L2 politeness"> L2 politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=mouth%20asymmetry" title=" mouth asymmetry"> mouth asymmetry</a> </p> <a href="https://publications.waset.org/abstracts/150427/investigating-the-effect-of-metaphor-awareness-raising-approach-on-the-right-hemisphere-involvement-in-developing-japanese-learners-knowledge-of-different-degrees-of-politeness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Assessment of Politeness Behavior on Communicating: Validation of Scale through Exploratory Factor Analysis and Confirmatory Factor Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Pandang">Abdullah Pandang</a>, <a href="https://publications.waset.org/abstracts/search?q=Mantasiah%20Rivai"> Mantasiah Rivai</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Fadhilah%20Umar"> Nur Fadhilah Umar</a>, <a href="https://publications.waset.org/abstracts/search?q=Azam%20Arifyadi"> Azam Arifyadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to measure the validity of the politeness behaviour scale and obtain a model that fits the scale. The researcher developed the Politeness Behavior on Communicating (PBC) scale. The research method uses descriptive quantitative by developing the PBC scale. The population in this study were students in three provinces, namely South Sulawesi, West Sulawesi, and Central Sulawesi, recorded in the 2022/2023 academic year. The sampling technique used stratified random sampling by determining the number of samples using the Slovin formula. The sample of this research is 1200 students. This research instrument uses the PBC scale, which consists of 5 (five) indicators: self-regulation of compensation behaviour, self-efficacy of compensation behaviour, fulfilment of social expectations, positive feedback, and no strings attached. The PBC scale consists of 34 statement items. The data analysis technique is divided into two types: the validity test on the correlated item values and the item reliability test referring to Cronbach's and McDonald's alpha standards using the JASP application. Furthermore, the data were analyzed using confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). The results showed that the adaptation of the Politeness Behavior on Communicating (PBC) scale was on the Fit Index with a chi-square value (711,800/375), RMSEA (0.53), GFI (0.990), CFI (0.987), GFI (0.985). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polite%20behavior%20in%20communicating" title="polite behavior in communicating">polite behavior in communicating</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20communication" title=" positive communication"> positive communication</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration%20factor%20analysis" title=" exploration factor analysis"> exploration factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20factor%20analysis" title=" confirmatory factor analysis"> confirmatory factor analysis</a> </p> <a href="https://publications.waset.org/abstracts/157115/assessment-of-politeness-behavior-on-communicating-validation-of-scale-through-exploratory-factor-analysis-and-confirmatory-factor-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Religion and Politeness: An Exploratory Study for the Integration of Religious Expressions with Politeness Strategies in Iraqi Computer-Mediated Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Alsabbah">Rasha Alsabbah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the relationship between polite language use and religion in the Iraqi culture in computer mediated communication. It tackles the speech acts where these expressions are employed, the frequency of their occurrence and the aims behind them. It also investigates if they have equivalent expressions in English and the possibility of translating them in intercultural communication. Despite the wide assumption that language is a reflection of culture and religion, it started to grant the attention sociologists during the recent 40 years when scholars have questioned the possible interconnection between religion and language in which religion is used as a mean of producing language and performing pragmatic functions. It is presumed that Arabs in general, and Iraqis in particular, have an inclination to use religious vocabulary in showing politeness in their greeting and other speech acts. Due to Islamic religion and culture’s influences, it is observed that Iraqis are very much concerned of maintaining social solidarity and harmonious relationships which make religion a politeness strategy that operates as the key point of their social behaviours. In addition, religion has found to influence almost all their interactions in which they have a tendency of invoking religious expressions, the lexicon of Allah (God), and Qur’anic verses in their daily politeness discourse. This aspect of Islamic culture may look strange, especially to people who come from individualist societies, such as England. Data collection in this study is based on messaging applications like Viber, WhatsApp, and Facebook. After gaining the approval of the participants, there was an investigation for the different aims behind these expressions and the pragmatic function that they perform. It is found that Iraqis tend to incorporate the lexicon of Allah in most of their communication. Such employment is not only by religious people but also by individuals who do not show strong commitment to religion. Furthermore, the social distance and social power between people do not play a significant role in increasing or reducing the rate of using these expressions. A number of these expressions, though can be translated into English, do not have one to one counterpart or reflect religious feeling. In addition, they might sound odd upon being translated or transliterated in oral and written communication in intercultural communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication%20%28CMC%29" title="computer mediated communication (CMC)">computer mediated communication (CMC)</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=situation%20bound%20utterances%20rituals" title=" situation bound utterances rituals"> situation bound utterances rituals</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a> </p> <a href="https://publications.waset.org/abstracts/60273/religion-and-politeness-an-exploratory-study-for-the-integration-of-religious-expressions-with-politeness-strategies-in-iraqi-computer-mediated-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Goals, Rights and Obligations, and Moral Order: An Evaluation Approach to Chinese-Kenyan Relating Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhaohui%20Tian">Zhaohui Tian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China’s growing and deepening engagement in Africa has attracted numerous controversial debates on Chinese-African social-racial relations both in the media and academia. Most research tends to discuss this issue and the tensions involved at the state level, but limited attention has been given to the individual relating processes of those two racial groups from an intercultural politeness evaluation angle. Thus, taking Kenya as a country focus and putting it under recent perspectives on pragmatics and politeness, this study explores the Chinese-Kenyan workplace relating experience in Chinese-owned companies with the aim to offer new insights on Chinese-African social-racial tensions. The original data were collected through 25 interviews from 29 Chinese and Kenyan participants working in different Chinese companies and industries, some of which had been later on converted into 182 short story data in order to better capture the process and content dimensions of their experiences using Spencer &Kádár’s politeness evaluation model. Both interview and story data were analysed in MAXQDA to understand the personal relating process and the criteria they were drawing from when making evaluative judgements of their relations. The result particular draws attention to tensions around goals, rights, and obligations, and social-moral dimensions that had been underrepresented in intercultural and pragmatics literature. The study offers alternative empirical insights into Chinese-Kenyan relations from an intercultural politeness management perspective and the possible mismatches of the evaluative criteria that potentially cause tension in this context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chinese-kenyan" title="chinese-kenyan">chinese-kenyan</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=relating" title=" relating"> relating</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/149121/goals-rights-and-obligations-and-moral-order-an-evaluation-approach-to-chinese-kenyan-relating-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> The Use of Emoticons in Polite Phrases of Greeting and Thanks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zuzana%20Komrskov%C3%A1">Zuzana Komrsková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper shows the connection between emoticons and politeness in written computer-mediated communication. It studies if there are some differences in the use of emoticon between Czech and English written tweets. My assumptions about the use of emoticons were based on the use of greetings and thanks in real, face to face situations. The first assumption, that welcome greeting phrase would be accompanied by positive emoticon was correct. But for the farewell greeting both positive and negative emoticons are possible. My results show lower frequency of negative emoticons in this context. I also found quite often both positive and negative emoticon in the same tweet. The expression of gratitude is associated with positive emotions. The results show that emoticons accompany polite phrases of greeting and thanks very often both in Czech and English. The use of emoticons with studied polite phrases shows that emoticons have become an integral part of these phrases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Czech" title="Czech">Czech</a>, <a href="https://publications.waset.org/abstracts/search?q=emoticon" title=" emoticon"> emoticon</a>, <a href="https://publications.waset.org/abstracts/search?q=english" title=" english"> english</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=twitter" title=" twitter"> twitter</a> </p> <a href="https://publications.waset.org/abstracts/24082/the-use-of-emoticons-in-polite-phrases-of-greeting-and-thanks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Cross-Cultural Pragmatics: Apology Strategies by Libyans </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Elgadri">Ahmed Elgadri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last thirty years, studies on cross-cultural pragmatics in general and apology strategies in specific have focused on western and East-Asian societies. A small volume of research has been conducted in investigating speech acts production by Arabic dialect speakers. Therefore, this study investigated the apology strategies used by Libyan Arabic speakers using an online Discourse Completion Task (DCT) questionnaire. The DCT consisted of six situations covering different social contexts. The survey was written in Libyan Arabic dialect to help generate vernacular speech as much as possible. The participants were 25 Libyan nationals, 12 females, and 13 males. Also, to get a deeper understanding of the motivation behind the use of certain strategies, the researcher interviewed four participants using the Libyan Arabic dialect as well. The results revealed a high use of IFID, offer of repair, and explanation. Although this might support the universality claim of speech acts strategies, it was clear that cultural norms and religion determined the choice of apology strategies significantly. This led to the discovery of new culture-specific strategies, as outlined later in this paper. This study gives an insight into politeness strategies in Libyan society, and it is hoped to contribute to the field of cross-cultural pragmatics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apologies" title="apologies">apologies</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20pragmatics" title=" cross-cultural pragmatics"> cross-cultural pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture" title=" language and culture"> language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Libyan%20Arabic" title=" Libyan Arabic"> Libyan Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-pragmatics" title=" socio-pragmatics"> socio-pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a> </p> <a href="https://publications.waset.org/abstracts/125575/cross-cultural-pragmatics-apology-strategies-by-libyans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> A Religious Book Translation by Pragmatic Approach: The Vajrachedika-Prajna-Paramita Sutra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon-Cheol%20Park">Yoon-Cheol Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on examining the Chinese character-Korean language translation of the Vajrachedika-prajna-paramita sutra by a pragmatic approach. The background of this research is that there were no previous researches which looked into the Vajrachedika-prajna-paramita translation by pragmatic approach until now. Even though it is composed of conversational structures between Buddha and his disciple unlike other Buddhist sutras, most of its translation could find the traces to have pursued literal translation and still has now overlooked pragmatic elements in it. Accordingly, it is meaningful to examine the messages through speaker and hearer relation and between speaker intention and utterance meaning. Practically, the Vajrachedika-prajna-paramita sutra includes pragmatic elements, such as speech acts, presupposition, conversational implicature, the cooperative principle and politeness. First, speech acts in its sutra text show the translation to reveal obvious performance meanings of language to the target text. And presupposition in their dialogues is conveyed by paraphrasing or substituting abstruse language with easy expressions. Conversational implicature in utterances makes it possible to understand the meanings of holy words by relying on utterance contexts. In particular, relevance results in an increase of readability in the translation owing to previous utterance contexts. Finally, politeness in the target text is conveyed with natural stylistics through the honorific system of the Korean language. These elements mean that the pragmatic approach can function as a useful device in conveying holy words in a specific, practical and direct way depending on utterance contexts. Therefore, we expect that taking a pragmatic approach in translating the Vajrachedika-prajna-paramita sutra will provide a theoretical foundation for seeking better translation methods than the literal translations of the past. And it implies that the translation of Buddhist sutra needs to convey messages by translation methods which take into account the characteristic of sutra text like the Vajrachedika-prajna-paramita. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=buddhist%20sutra" title="buddhist sutra">buddhist sutra</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20character-Korean%20language%20translation" title=" Chinese character-Korean language translation"> Chinese character-Korean language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20approach" title=" pragmatic approach"> pragmatic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=utterance%20context" title=" utterance context "> utterance context </a> </p> <a href="https://publications.waset.org/abstracts/22972/a-religious-book-translation-by-pragmatic-approach-the-vajrachedika-prajna-paramita-sutra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Value Clusters of Grade 9 Teachers in the District of Trece Martires City, Division of Cavite: Basis for a Revised Values Education Program (RVEP)"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juland%20D.%20Salayo">Juland D. Salayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With numerous innovations introduced in the Philippine educational system, the country’s struggle of materializing its national goal of transforming lives ends with great loss. Many agree that the failure to emerge the integral values of the program, framework and the implementers impedes realization. Employing a descriptive-correlational method, it aimed to determine the value clusters of the Grade 9 teachers as assessed by themselves and by the students, the significant difference of the assessed values and the significant difference on the values based on their profile. Respondents were composed of sixty-nine (69) teachers and three hundred forty (340) students using simple random sampling. Through a survey-questionnaire, the study revealed that the teachers have high regards on their self-reliance, honesty and trustworthiness, obedience, politeness and respect and self-discipline and spirituality. In contrast, they have ranked the following values fairly: justice and fairness, courage, responsibility and punctuality and nationalism and patriotism. Having assessed by the students, they have highly regarded their teachers’ self-reliance, responsibility and punctuality, obedience, politeness and respect and fair play and sportsmanship. On the other hand, the student-respondents made a low assessment on the level of the teachers’ justice and fairness, nationalism and patriotism, honesty and trustworthiness and excellence. Using t-test, it showed that there is a significant difference between the assessments of the respondents. Finally, among the demographic profiles, only civil status and age rejected the hypothesis. The following were recommended: provide educators value-enhancement trainings and conferences, organize value-oriented organizations and activities, and make intensive value-campaigns heightening the low-assessed values. Thus, a Revised Values Education Program (RVEP) was made to further meet the objectives of the program, address the needs of its clienteles, and responding to the demands of both education and society towards excellence in service, social and economic revolution, and constructive national goals which are based from integral values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=values" title="values">values</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20clusters" title=" value clusters"> value clusters</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education%20program" title=" values education program"> values education program</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20assessed%20values" title=" teachers' assessed values"> teachers' assessed values</a> </p> <a href="https://publications.waset.org/abstracts/39509/value-clusters-of-grade-9-teachers-in-the-district-of-trece-martires-city-division-of-cavite-basis-for-a-revised-values-education-program-rvep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> An Experimental Exploration of the Interaction between Consumer Ethics Perceptions, Legality Evaluations, and Mind-Sets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Sobolev">Daphne Sobolev</a>, <a href="https://publications.waset.org/abstracts/search?q=Niklas%20Voege"> Niklas Voege</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last three decades, consumer ethics perceptions have attracted the attention of a large number of researchers. Nevertheless, little is known about the effect of the cognitive and situational contexts of the decision on ethics judgments. In this paper, the interrelationship between consumers’ ethics perceptions, legality evaluations and mind-sets are explored. Legality evaluations represent the cognitive context of the ethical judgments, whereas mind-sets represent their situational context. Drawing on moral development theories and priming theories, it is hypothesized that both factors are significantly related to consumer ethics perceptions. To test this hypothesis, 289 participants were allocated to three mind-set experimental conditions and a control group. Participants in the mind-set conditions were primed for aggressiveness, politeness or awareness to the negative legal consequences of breaking the law. Mind-sets were induced using a sentence-unscrambling task, in which target words were included. Ethics and legality judgments were assessed using consumer ethics and internet ethics questionnaires. All participants were asked to rate the ethicality and legality of consumer actions described in the questionnaires. The results showed that consumer ethics and legality perceptions were significantly correlated. Moreover, including legality evaluations as a variable in ethics judgment models increased the predictive power of the models. In addition, inducing aggressiveness in participants reduced their sensitivity to ethical issues; priming awareness to negative legal consequences increased their sensitivity to ethics when uncertainty about the legality of the judged scenario was high. Furthermore, the correlation between ethics and legality judgments was significant overall mind-set conditions. However, the results revealed conflicts between ethics and legality perceptions: consumers considered 10%-14% of the presented behaviors unethical and legal, or ethical and illegal. In 10-23% of the questions, participants indicated that they did not know whether the described action was legal or not. In addition, an asymmetry between the effects of aggressiveness and politeness priming was found. The results show that the legality judgments and mind-sets interact with consumer ethics perceptions. Thus, they portray consumer ethical judgments as dynamical processes which are inseparable from other cognitive processes and situational variables. They highlight that legal and ethical education, as well as adequate situational cues at the service place, could have a positive effect on consumer ethics perceptions. Theoretical contribution is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20ethics" title="consumer ethics">consumer ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=legality%20judgments" title=" legality judgments"> legality judgments</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-set" title=" mind-set"> mind-set</a>, <a href="https://publications.waset.org/abstracts/search?q=priming" title=" priming"> priming</a>, <a href="https://publications.waset.org/abstracts/search?q=aggressiveness" title=" aggressiveness"> aggressiveness</a> </p> <a href="https://publications.waset.org/abstracts/64243/an-experimental-exploration-of-the-interaction-between-consumer-ethics-perceptions-legality-evaluations-and-mind-sets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Strengthening Strategy across Languages: A Cognitive and Grammatical Universal Phenomenon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behnam%20Jay">Behnam Jay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the phenomenon called “Strengthening” in human language refers to the strategic use of multiple linguistic elements to intensify specific grammatical or semantic functions. This study explores cross-linguistic evidence demonstrating how strengthening appears in various grammatical structures. In French and Spanish, double negatives are used not to cancel each other out but to intensify the negation, challenging the conventional understanding that double negatives result in an affirmation. For example, in French, il ne sait pas (He dosn't know.) uses both “ne” and “pas” to strengthen the negation. Similarly, in Spanish, No vio a nadie. (He didn't see anyone.) uses “no” and “nadie” to achieve a stronger negative meaning. In Japanese, double honorifics, often perceived as erroneous, are reinterpreted as intentional efforts to amplify politeness, as seen in forms like ossharareru (to say, (honorific)). Typically, an honorific morpheme appears only once in a predicate, but native speakers often use double forms to reinforce politeness. In Turkish, the word eğer (indicating a condition) is sometimes used together with the conditional suffix -se(sa) within the same sentence to strengthen the conditional meaning, as in Eğer yağmur yağarsa, o gelmez. (If it rains, he won't come). Furthermore, the combination of question words with rising intonation in various languages serves to enhance interrogative force. These instances suggest that strengthening is a cross-linguistic strategy that may reflect a broader cognitive mechanism in language processing. This paper investigates these cases in detail, providing insights into why languages may adopt such strategies. No corpus was used for collecting examples from different languages. Instead, the examples were gathered from languages the author encountered during their research, focusing on specific grammatical and morphological phenomena relevant to the concept of strengthening. Due to the complexity of employing a comparative method across multiple languages, this approach was chosen to illustrate common patterns of strengthening based on available data. It is acknowledged that different languages may have different strengthening strategies in various linguistic domains. While the primary focus is on grammar and morphology, it is recognized that the strengthening phenomenon may also appear in phonology. Future research should aim to include a broader range of languages and utilize more comprehensive comparative methods where feasible to enhance methodological rigor and explore this phenomenon more thoroughly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strengthening" title="strengthening">strengthening</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20analysis" title=" cross-linguistic analysis"> cross-linguistic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20mechanism" title=" cognitive mechanism"> cognitive mechanism</a> </p> <a href="https://publications.waset.org/abstracts/190207/strengthening-strategy-across-languages-a-cognitive-and-grammatical-universal-phenomenon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Redefining Intellectual Humility in Indian Context: An Experimental Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20And%20Gajjam">Jayashree And Gajjam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intellectual humility (IH) is defined as a virtuous mean between intellectual arrogance and intellectual self-diffidence by the ‘Doxastic Account of IH’ studied, researched and developed by western scholars not earlier than 2015 at the University of Edinburgh. Ancient Indian philosophical texts or the Upanisads written in the Sanskrit language during the later Vedic period (circa 600-300 BCE) have long addressed the virtue of being humble in several stories and narratives. The current research paper questions and revisits these character traits in an Indian context following an experimental method. Based on the subjective reports of more than 400 Indian teenagers and adults, it argues that while a few traits of IH (such as trustworthiness, respectfulness, intelligence, politeness, etc.) are panhuman and pancultural, a few are not. Some attributes of IH (such as proper pride, open-mindedness, awareness of own strength, etc.) may be taken for arrogance by the Indian population, while other qualities of Intellectual Diffidence such as agreeableness, surrendering can be regarded as the characteristic of IH. The paper then gives the reasoning for this discrepancy that can be traced back to the ancient Indian (Upaniṣadic) teachings that are still prevalent in many Indian families and still anchor their views on IH. The name Upanisad itself means ‘sitting down near’ (to the Guru to gain the Supreme knowledge of the Self and the Universe and setting to rest ignorance) which is equivalent to the three traits among the BIG SEVEN characterized as IH by the western scholars viz. ‘being a good listener’, ‘curious to learn’, and ‘respect to other’s opinion’. The story of Satyakama Jabala (Chandogya Upanisad 4.4-8) who seeks the truth for several years even from the bull, the fire, the swan and waterfowl, suggests nothing but the ‘need for cognition’ or ‘desire for knowledge’. Nachiketa (Katha Upanisad), a boy with a pure mind and heart, follows his father’s words and offers himself to Yama (the God of Death) where after waiting for Yama for three days and nights, he seeks the knowledge of the mysteries of life and death. Although the main aim of these Upaniṣadic stories is to give the knowledge of life and death, the Supreme reality which can be identical with traits such as ‘curious to learn’, one cannot deny that they have a lot more to offer than mere information about true knowledge e.g., ‘politeness’, ‘good listener’, ‘awareness of own limitations’, etc. The possible future scope of this research includes (1) finding other socio-cultural factors that affect the ideas on IH such as age, gender, caste, type of education, highest qualification, place of residence and source of income, etc. which may be predominant in current Indian society despite our great teachings of the Upaniṣads, and (2) to devise different measures to impart IH in Indian children, teenagers, and younger adults for the harmonious future. The current experimental research can be considered as the first step towards these goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics%20and%20virtue%20epistemology" title="ethics and virtue epistemology">ethics and virtue epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20philosophy" title=" Indian philosophy"> Indian philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20humility" title=" intellectual humility"> intellectual humility</a>, <a href="https://publications.waset.org/abstracts/search?q=upani%E1%B9%A3adic%20texts%20in%20ancient%20India" title=" upaniṣadic texts in ancient India"> upaniṣadic texts in ancient India</a> </p> <a href="https://publications.waset.org/abstracts/148188/redefining-intellectual-humility-in-indian-context-an-experimental-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> A Cross-Linguistic Comparison on Compliment Responses in Turkish-English Bilinguals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elifcan%20Oztekin">Elifcan Oztekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compliment response strategies in cross-linguistic contexts have received a considerable amount of interest in sociolinguistic research in various language settings. In this respect, a common finding of these studies indicates that speakers of different languages employ different patterns in strategies to respond to compliments. This has triggered varying theoretical approaches to compliment responses within theories of politeness and the universality of speech acts. In the light of previous studies, the present study investigates compliment response strategies that Turkish-English bilingual university students use in English and Turkish response conditions through a cross-linguistic discourse completion task and interviews. Data were analyzed using Holmes’ (1988) taxonomy and the results indicate a similar pattern to what has been observed in Turkish compliments responses in previous research. Turkish-English comparisons also display noticeable similarities in macro-level strategies, while subtle differences in micro-level strategies were also observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compliment%20response%20strategies" title="compliment response strategies">compliment response strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20differences" title=" cross-cultural differences"> cross-cultural differences</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/91534/a-cross-linguistic-comparison-on-compliment-responses-in-turkish-english-bilinguals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> The Importance of Political Advice in Islam: Hadith Thematical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurzarimah%20Jamil">Nurzarimah Jamil</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Nazaruddin%20Jamil"> Mohd Nazaruddin Jamil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a preliminary study about The Importance of Political Advice in Islam: Ḥadīth Thematical Study by showing the concept and proper ways to advice to politician based on hadith Prophet Muhammad (PBUH). The unique of political advice in Islam that Muslim already have the strong and fulfil example that can be apply in nowadays governance that is the way of political and leadership Prophet Muhammad show in his time. As a political leader, the Prophet Muhammad (PBUH) established a great state whose capital was Madinah. However, his real political leadership was in the realm of morality and spirituality in which he conducted himself perfectly in situations of weakness as well as strength. His way of dealing in Makkah and Madinah indicates his great political leadership. Based on fact nowadays some of the country not practicing the proper way to advice to rulers or governance that make a lot of madness around them. This paper also aims the concept and the proper way that can be following to all Muslim to advising by the politeness, justice and kindness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadith" title="Hadith">Hadith</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20advice" title=" political advice"> political advice</a>, <a href="https://publications.waset.org/abstracts/search?q=Prophet%20Muhammad" title=" Prophet Muhammad"> Prophet Muhammad</a> </p> <a href="https://publications.waset.org/abstracts/73118/the-importance-of-political-advice-in-islam-hadith-thematical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> The Beauty of Islamic Etiquette: How an Elegant Muslim Woman Represents Her Culture in a Multicultural Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20A.%20Ermakova">Julia A. Ermakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a member of a multicultural society, it is imperative that individuals demonstrate the highest level of decorum in order to exemplify the beauty of their culture. Adab, the practice of praiseworthy words and deeds, as well as possessing good manners and pursuing that which is considered good, is a fundamental concept that guards against all types of mistakes. In Islam, etiquette for every situation in life is taught, and it constitutes the way of life for a Muslim. In light of this, the personality of an elegant Muslim woman can be described as one who embodies the following qualities: Firstly, cultural speech and erudition are essential components. Improving one's intellect, learning new things, reading diverse literature, expanding one's vocabulary, working on articulation, and avoiding obscene speech and verbosity are crucial. Additionally, listening more than speaking and being willing to discuss one's culture when asked are commendable qualities. Conversely, it is important to avoid discussing foolish matters with foolish people and to be able to respond appropriately and change the subject if someone attempts to hurt or manipulate. Secondly, the style of speech is also of paramount importance. It is recommended to speak in a measured tone with a quiet voice and deep breathing. Avoiding rushing and shortness of breath is also recommended. Thirdly, awareness of how to greet others is essential. Combining Shariah and small talk etiquette, such as making a gesture of respect by putting one's hand to the chest and smiling slightly when a man offers a handshake, is recommended. Understanding the rules of small talk, taboo topics, and self-presentation is also important. Fourthly, knowing how to give and receive compliments without devaluing them is imperative. Knowledge of the rules of good manners and etiquette, both secular and Shariah, is also essential. Fifthly, avoiding arguments and responding elegantly to rudeness and tactlessness is a sign of an elegant Muslim woman. Treating everyone with respect and avoiding prejudices, taboo topics, inappropriate questions, and bad habits are all aspects of politeness. Sixthly, a neat appearance appropriate to Shariah and the local community, as well as a well-put-together outfit with a touch of elegance and style, are crucial. Posture, graceful movement, and a pleasant gaze are also important. Finally, good spirits and inner calm are key to projecting a harmonious image, which encourages people to listen attentively. Giving thanks to Allah in every situation in life is the key to maintaining good spirits. In conclusion, an elegant Muslim woman in a multicultural society is characterized by her high moral qualities and adherence to Islamic etiquette. These qualities, such as cultural speech and erudition, style of speech, awareness of how to greet, knowledge of good manners and etiquette, avoiding arguments, politeness, a neat appearance, and good spirits, all contribute to projecting an image of elegance and respectability. By exemplifying these qualities, Muslim women can serve as positive ambassadors for their culture and religion in diverse societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adab" title="adab">adab</a>, <a href="https://publications.waset.org/abstracts/search?q=elegance" title=" elegance"> elegance</a>, <a href="https://publications.waset.org/abstracts/search?q=muslim%20woman" title=" muslim woman"> muslim woman</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20societies" title=" multicultural societies"> multicultural societies</a>, <a href="https://publications.waset.org/abstracts/search?q=good%20manners" title=" good manners"> good manners</a>, <a href="https://publications.waset.org/abstracts/search?q=etiquette" title=" etiquette"> etiquette</a> </p> <a href="https://publications.waset.org/abstracts/165260/the-beauty-of-islamic-etiquette-how-an-elegant-muslim-woman-represents-her-culture-in-a-multicultural-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Pragmatic Discoursal Study of Hedging Constructions in English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Hussein%20Ahmed">Mohammed Hussein Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahar%20Mohammed%20Kareem"> Bahar Mohammed Kareem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is concerned with the pragmatic discoursal study of hedging constructions in English language. Hedging is a mitigated word used to lessen the impact of the utterance uttered by the speakers. Hedging could be either adverbs, adjectives, verbs and sometimes it may consist of clauses. It aims at finding out the extent to which speakers and participants of the discourse use hedging constructions during their conversations. The study also aims at finding out whether or not there are any significant differences in the types and functions of the frequency of hedging constructions employed by male and female. It is hypothesized that hedging constructions are frequent in English discourse more than any other languages due to its formality and that the frequency of the types and functions are influenced by the gender of the participants. To achieve the aims of the study, two types of procedures have been followed: theoretical and practical. The theoretical procedure consists of presenting a theoretical background of hedging topic which includes its definitions, etymology and theories. The practical procedure consists of selecting a sample of texts and analyzing them according to an adopted model. A number of conclusions will be drawn based on the findings of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hedging" title="hedging">hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical "> theoretical </a> </p> <a href="https://publications.waset.org/abstracts/14661/pragmatic-discoursal-study-of-hedging-constructions-in-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Self-denigration in Doctoral Defense Sessions: Scale Development and Validation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Jalilifar">Alireza Jalilifar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Mayahi"> Nadia Mayahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dissertation defense as a complicated conflict-prone context entails the adoption of elegant interactional strategies, one of which is self-denigration. This study aimed to develop and validate a self-denigration model that fits the context of doctoral defense sessions in applied linguistics. Two focus group discussions provided the basis for developing this conceptual model, which assumed 10 functions for self-denigration, namely good manners, modesty, affability, altruism, assertiveness, diffidence, coercive self-deprecation, evasion, diplomacy, and flamboyance. These functions were used to design a 40-item questionnaire on the attitudes of applied linguists concerning self-denigration in defense sessions. The confirmatory factor analysis of the questionnaire indicated the predictive ability of the measurement model. The findings of this study suggest that self-denigration in doctoral defense sessions is the social representation of the participants’ values, ideas and practices adopted as a negotiation strategy and a conflict management policy for the purpose of establishing harmony and maintaining resilience. This study has implications for doctoral students and academics and illuminates further research on self-denigration in other contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-denigration" title=" self-denigration"> self-denigration</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=dissertation%20defense" title=" dissertation defense"> dissertation defense</a> </p> <a href="https://publications.waset.org/abstracts/143887/self-denigration-in-doctoral-defense-sessions-scale-development-and-validation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Leveraging Quality Metrics in Voting Model Based Thread Retrieval</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atefeh%20Heydari">Atefeh Heydari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammadali%20Tavakoli"> Mohammadali Tavakoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuriati%20Ismail"> Zuriati Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Naomie%20Salim"> Naomie Salim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Seeking and sharing knowledge on online forums have made them popular in recent years. Although online forums are valuable sources of information, due to variety of sources of messages, retrieving reliable threads with high quality content is an issue. Majority of the existing information retrieval systems ignore the quality of retrieved documents, particularly, in the field of thread retrieval. In this research, we present an approach that employs various quality features in order to investigate the quality of retrieved threads. Different aspects of content quality, including completeness, comprehensiveness, and politeness, are assessed using these features, which lead to finding not only textual, but also conceptual relevant threads for a user query within a forum. To analyse the influence of the features, we used an adopted version of voting model thread search as a retrieval system. We equipped it with each feature solely and also various combinations of features in turn during multiple runs. The results show that incorporating the quality features enhances the effectiveness of the utilised retrieval system significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20quality" title="content quality">content quality</a>, <a href="https://publications.waset.org/abstracts/search?q=forum%20search" title=" forum search"> forum search</a>, <a href="https://publications.waset.org/abstracts/search?q=thread%20retrieval" title=" thread retrieval"> thread retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=voting%20techniques" title=" voting techniques"> voting techniques</a> </p> <a href="https://publications.waset.org/abstracts/42749/leveraging-quality-metrics-in-voting-model-based-thread-retrieval" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42749.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Pragmatic Discourse Functions of Locative Enclitics: A Descriptive Study of Luganda Locative Enclitics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moureen%20Nanteza">Moureen Nanteza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the pragmatic inferences of locative enclitics in Luganda (JE 15). Locative enclitics are words which cannot stand alone but are attached to a verb to make meaning. Their status is ambiguous between free word and affix, hence motivating their analysis as enclitics. The enclitics are attached on the post-final position of their hosts. Although the locative enclitics occur regularly in some Bantu languages (Luganda, Runyankore-Rukiga, Runyoro-Rutooro, Lunda, Ikizu, Fwe, Chichewa, Kinyarwanda among others), they have not been widely studied in the literature. The paper looks at verbal locative enclitics only but the locative enclitics also appear in other word categories in Luganda. This study is descriptive, with a qualitative approach. The data used in this study was collected through reviewing documents in Luganda - novels and plays and also the spoken discourses. In this study, the enclitic in Luganda serves many non-locative discourse-pragmatic functions which include showing urgency, politeness, showing the idea of ‘instead of’ and also emphasis. It has also been observed that enclitics are widely used in the urban youth languages (‘Luyaaye’) but this was not the focus of the current study. The results from the study offer explanations of key areas of syntax, morphology, and pragmatics relating to the form and functions of locative enclitics and the whole system of locative marking in Luganda and other Bantu languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bantu" title="Bantu">Bantu</a>, <a href="https://publications.waset.org/abstracts/search?q=locative%20enclitics" title=" locative enclitics"> locative enclitics</a>, <a href="https://publications.waset.org/abstracts/search?q=Luganda" title=" Luganda"> Luganda</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20inferences" title=" pragmatic inferences"> pragmatic inferences</a> </p> <a href="https://publications.waset.org/abstracts/98051/pragmatic-discourse-functions-of-locative-enclitics-a-descriptive-study-of-luganda-locative-enclitics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Use of Hedging Devices in Studens’ Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Navila">Siti Navila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hedging as a kind of pragmatic competence is an essential part in achieving the goal in communication, especially in academic discourse where the process of sharing knowledge among academic community takes place. Academic discourse demands an appropriateness and modesty of an author or speaker in stating arguments, to name but few, by considering the politeness, being cautious and tentative, and differentiating personal opinions and facts in which these aspects can be achieved through hedging. This study was conducted to find the hedging devices used by students as well as to analyze how they use them in their oral presentation. Some oral presentations from English Department students of the State University of Jakarta on their Academic Presentation course final test were recorded and explored formally and functionally. It was found that the most frequent hedging devices used by students were shields from all hedging devices that students commonly used when they showed suggestion, stated claims, showed opinion to provide possible but still valid answer, and offered the appropriate solution. The researcher suggests that hedging can be familiarized in learning, since potential conflicts that is likely to occur while delivering ideas in academic contexts such as disagreement, criticism, and personal judgment can be reduced with the use of hedging. It will also benefit students in achieving the academic competence with an ability to demonstrate their ideas appropriately and more acceptable in academic discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging" title=" hedging"> hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging%20devices" title=" hedging devices"> hedging devices</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20hedges" title=" lexical hedges"> lexical hedges</a>, <a href="https://publications.waset.org/abstracts/search?q=Meyer%20classification" title=" Meyer classification"> Meyer classification</a> </p> <a href="https://publications.waset.org/abstracts/31732/the-use-of-hedging-devices-in-studens-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Service Quality in Thai Tourism: An Experience of Inbound Tourists Visited Bangkok, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sudawan%20Somjai">Sudawan Somjai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to investigate the five important perceptions of service quality from inbound tourists who visited Bangkok, Thailand in the first quarter of 2014. Data were collected from over 10 important tourist destinations in Bangkok. The independent variables of this study included gender, age, levels of education, occupation, income, and country of origin while the dependent variables included their experience, opinion, and comment on the service received during visited tourist destinations. A simple random sampling method was performed to obtain 400 respondents. The respondents were both male and female in the same proportion. However, the majority were between 31-40 years old. Most were married with an undergraduate degree. Most were considered themselves as middle income with an average income of the respondents was between $30,001-40,000 per year. The findings revealed that the majority of respondents came to Bangkok because of low cost and high quality of tourism. The majority came to Bangkok for the first time and spent about 10 days in Thailand. The five important service perceptions that were observed by the inbound tourists in descending order according to mean were reliable of service provider, proper time of service provider, competency of service provider, neat and clean of service provider, and politeness of service provider. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience" title="experience">experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inbound%20tourists" title=" inbound tourists"> inbound tourists</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a> </p> <a href="https://publications.waset.org/abstracts/24644/service-quality-in-thai-tourism-an-experience-of-inbound-tourists-visited-bangkok-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Nurses’ Views on ‘Effective Nurse Leader’ Characteristics in Iraq</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Abed">S. Abed</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20O%E2%80%99Neill"> S. O’Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explored ward nurses’ views about the characteristics of effective nurse leaders in the context of Iraq as a developing country, where the delivery of health care continues to face disruption and change. It is well established that the provision of modern health care requires effective nurse leaders, but in countries such as Iraq the lack of effective nurse leaders is noted as a major challenge. In a descriptive quantitative study, a survey questionnaire was administered to 210 ward nurses working in two public hospitals in a major city in the north of Iraq. The participating nurses were of the opinion that the effectiveness of their nurse leaders was evident in their ability to demonstrate: good clinical knowledge, effective communication and managerial skills. They also viewed their leaders as needing to hold high-level nursing qualifications, though this was not necessarily the case in practice. Additionally, they viewed nurse leaders’ personal qualities as important, which included politeness, ethical behaviour, and trustworthiness. When considered against the issues raised in interviews with a smaller group (20) of senior nurse leaders, representative of the various occupational levels, implications identify the need for professional development that focuses on how the underpinning competencies relate to leadership and how transformational leadership is evidenced in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20care" title="health care">health care</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20education" title=" nurse education"> nurse education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20in%20Iraq" title=" nursing in Iraq"> nursing in Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20leadership" title=" nurse leadership"> nurse leadership</a> </p> <a href="https://publications.waset.org/abstracts/72508/nurses-views-on-effective-nurse-leader-characteristics-in-iraq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Engagement Resources Use by Expert and Novice EFL Academic Writers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moharram%20Sharifi">Moharram Sharifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to show how expert and novice writers take positions and stances in Research Articles and Master of Art theses Introductions, so Engagement resources were investigated in 30 Research Articles and 30 Master of Art theses written by Iranian non-native speakers. Through paired samples t-test analysis, we found out that the mean occurrences of heteroglossic items in both RA and Master thesis Introductions were larger than those of monoglossic items, indicating the awareness of both groups of writers to ‘engage’ alternative positions in Introduction sections. The results also revealed that expansive choices were preferred over contractive options in both corpora, implying both groups of writers respect alternative voices cautiously by welcoming rather than closing down the possibility of different perspectives and stances. Furthermore, unlike novice academic writers who used more Attribute features than Entertainment ones in their MATs introduction sections, expert academic writers employed a balanced number of Entertainment and Attribute in their RA introduction sections. The balanced deployment of entertaining and Attribute features in RA Introductions by expert writers might be characteristics of the writers’ demonstration of politeness, which is commonly accepted as an essential feature in academic writing discourse. Finally, through qualitative analysis, it was demonstrated that MAT writers, as novice academic writers, suffered from lacking appropriate evaluative stances and authorial voices toward propositions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=novice" title="novice">novice</a>, <a href="https://publications.waset.org/abstracts/search?q=expert" title=" expert"> expert</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=RA%20Introductions" title=" RA Introductions"> RA Introductions</a>, <a href="https://publications.waset.org/abstracts/search?q=MA%20Thesis" title=" MA Thesis"> MA Thesis</a> </p> <a href="https://publications.waset.org/abstracts/184605/engagement-resources-use-by-expert-and-novice-efl-academic-writers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Ideology and Lexicogrammar: Discourse Against the Power in Lyrical Texts (XIII, XVII and XX Centuries)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulisses%20Tadeu%20Vaz%20de%20Oliveira">Ulisses Tadeu Vaz de Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of multifunctional studies in the theoretical-methodological perspective of the Systemic-Functional Grammar (SFG) and the increasing number of critical literary studies have introduced new opportunities for the study of ideologies and societies, but also brought up new challenges across and within many areas. In this regard, the Critical Linguistics researches allow a form of pairing a textual linguistic analysis method (micro level) with a social language theory in political and ideological processes (macro level), presented in the literature. This presentation will report on strategies to criticize power holders in literary productions from three distinct eras, namely: (a) Satirical Galego-Portuguese chants of Gil Pérez Conde (thirteenth century), (b) Poems of Gregorio de Matos Guerra (seventeenth century), and (c) Songs of Chico Buarque de Holanda (twentieth century). The analysis of these productions is based on the SFG proposals, which considers the clause as a social event. Therefore, the structure serves to realize three concurrent meanings (metafunctions): Ideational, Interpersonal and Textual. The presenter aims to shed light on the core issues relevant to the successes of the authors to criticize authorities in repressive times while caring about face-threatening and politeness. The effective and meaningful critical discourse was a way of moving the society`s chains towards new ideologies reflected in the lexicogrammatical choices made and the rhetorical functions of the persuasive structures used by the authors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ideology" title="ideology">ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasion" title=" persuasion"> persuasion</a>, <a href="https://publications.waset.org/abstracts/search?q=systemic-functional%20grammar" title=" systemic-functional grammar"> systemic-functional grammar</a> </p> <a href="https://publications.waset.org/abstracts/31516/ideology-and-lexicogrammar-discourse-against-the-power-in-lyrical-texts-xiii-xvii-and-xx-centuries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=politeness&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=politeness&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a 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