本論文探討在女性時尚雜誌中，美容用品廣告所使用的社會語用策略及語言手段。在本研究中，以Cook (2001)的廣告方法，Searle (1969)的適切條件，Grice (1975)的合作原則，以及Leech (1983)的禮貌原則做為分析的準則。 研究中分析的資料來自兩本女性時尚雜誌，Beauty和Elle。在語料量化分析方面，收錄了200條廣告詞，均分為兩類美容用品：化妝品和保養品。此外，在訪談質化分析方面，有12位女性受訪，以便評量4條選定的廣告詞之可信度。 語料的量化分析顯示：(1) 不同種類的美容用品有偏好的廣告方式。(2) 合作原則和禮貌原則的分配情形不同。(3) 以女性意識形態來說，化妝品廣告和保養品廣告有相異之處。(4) 不同的語言手段被用來廣告這兩類美容用品。 訪談的質化分析顯示：(1) 受訪者的社會背景(教育程度和年齡)影響她們對廣告的態度。(2) 不同的廣告方式影響受訪者對廣告的態度。(3) 廣告的類別不影響受訪者在適切條件、合作原則、以及禮貌原則上對廣告的態度。基於以上的分析，可以發現潛在消費者對說服力的認知與廣告主不吻合。也就是說，消費者不認為所分析的廣告有說服力，這顯示廣告無法滿足消費者的需求。本研究建議廣告主應該從消費者的觀點出發並補救這個問題。 / This study aims at exploring the sociopragmatic strategies and the linguistic devices employed in the beauty product advertisements in women’s fashion magazines. In this study, Cook’s advertising approach (2001), Searle’s Felicity Conditions (1969), Grice’s Cooperative Principle (1975), and Leech’s Politeness Principle (1983) are the criteria for analyses. This study takes both quantitative analyses and qualitative analyses. For quantitative analyses, 200 pieces of advertisements were collected from two women’s fashion magazines, Beauty and Elle. These data are equally distributed to two types of beauty products: cosmetic products and skin-care products. In addition, for qualitative analyses, twelve women were interviewed to evaluate the effectiveness of the elements contained in four pieces of advertisements selected. Results of quantitative analyses show (1) that hard-sell approach is preferred on beauty products; (2) that the distribution of the maxims of Cooperative Principle is that Quality Maxim and Manner Maxim are obeyed most frequently, but Quantity Maxim is violated most often; (3) that the distribution of the maxims of Politeness Principle is that Tact Maxim and Modesty Maxim are implemented the most frequently; (4) that cosmetic ads and skin-care ads emphasize on different components of woman ideology; (5) different linguistic devices are used to advertise the two types of beauty products. The qualitative analyses of the data show (1) that the subjects’ social backgrounds (in this case, education level and age) do affect their attitudes of persuasiveness toward advertisements; (2) that different advertising approaches do influence the subjects’ attitudes toward the advertisements; (3) that advertisements of different types of beauty products do not influence the subjects’ attitudes toward the advertisements no matter by Felicity Conditions, by Cooperative Principle, or by Politeness Principle. Based on the analyses given above, it is found that the subjects’ perception of persuasiveness does not match with that of the advertiser’s. To these potential consumers, those advertisements analyzed are not persuasive, which indicates that the advertisements fail to satisfy the consumer’s demands. It is suggested that the advertiser takes the consumer’s perspective to promote the persuasiveness of advertisements and the consumer’s acceptance of the commodities to be sold.

La presente investigación se establece en el ámbito de la enseñanza del español como lengua extranjera e integra el estudio de ciertos fenómenos abordados por la teoría de la cortesía. Se trata de un estudio de carácter investigativo cuyo propósito es determinar el nivel de competencia sociopragmática que demuestra un grupo experimental de hablantes de sueco L1 y español LE respecto a la Descortesía No Auténtica, en adelante DNA (Bernal, 2007). En este tipo de cortesía que implica dirigir insultos y/o términos con carga actitudinal convencionalmente negativa hacia el interlocutor, los factores contextuales intervienen haciendo que estos adquieran un fin afiliativo. Para ejemplificar este tipo de cortesía recurrimos al uso de materiales auténticos de tipo audiovisual, concretamente a seis secuencias extraídas de la serie de televisión española Los hombres de Paco, sobre las que nuestro grupo experimental nos mostrará sus percepciones por medio de una encuesta. Partimos de la hipótesis de que los informantes suecos, al no compartir los conocimientos propios de la comunidad española y aprender la lengua en un contexto formal (en el aula), no serán capaces de comprender en su totalidad el uso de esta DNA. En nuestro trabajo nos basamos en una metodología propia de la pragmática sociocultural (Bravo, 2009), lo que requiere la participación de un grupo de consultación de origen español con dos objetivos principales: que sus aportaciones confirmen el análisis introspectivo realizado por la investigadora y que ambos conjuntos de resultados sirvan de base para analizar las respuestas que ofrece el grupo experimental. Un análisis cualitativo de todas las respuestas proporcionadas nos permite concluir que el grupo sueco, si bien posee un nivel de competencia sociopragmática desarrollado respecto a la comprensión de la DNA, este es limitado a la hora de ponerla en práctica, por lo que su nivel sociopragmático no es totalmente equiparable al de los nativos de español. / The present research belongs to the field of Teaching Spanish as a foreign language and deals with the study of certain phenomena pertaining to the theory of politeness. This investigative study intends to determine the level of sociopragmatic competence demonstrated by an experimental group composed by Swedish native speakers who are also Spanish non-native speakers, regarding Non-Genuine Impoliteness (Bernal, 2007). In this type of politeness which involves to address towards the interlocutor insults and/or expressions that conventionally express a negative attitude, contextual factors take part making they get an affiliative aim. To illustrate with examples this type of politeness we recur to the use of authentic audiovisual materials, specifically to six sequences extracted from the Spanish TV series Los hombres de Paco. By means of a survey, our experimental group of students will demonstrate their perceptions of the sequences. We hypothesize that, as that our Swedish experimental group does not share the same knowledge of the Spanish-speech community and as they learn this foreign language in a formal environment (the classroom), they will not be able to understand the use of this NGI in its entirety. We base our investigation in a methodology directly pertaining to sociocultural pragmatics (Bravo, 2009), which requires the participation of a further Spanish consultative group of participants, with two main objectives in mind: that their contributions confirm the introspective analysis made by the researcher and that both sets of results serve as a basis for the analysis of the answers given by our student experimental group. A qualitative analysis of all the answers provided enables us to conclude that the Swedish group, although they possess a developed level of sociopragmatic competence regarding the understanding of the NGI, is still limited when it comes to putting it into practice, as their sociopragmatic level of competence is not entirely comparable to that of native Spanish speakers.

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Durante las últimas décadas se han llevado a cabo una serie de discusiones con respecto al rol que deben ocupar los estudios pragmáticos en la enseñanza de lenguas y sus implicaciones en la labor pedagógica (Bardovi-Harlig, 1996). En este sentido, el presente estudio cualitativo tiene por objetivo identificar factores que inciden en la competencia sociopragmática (CSP) en la enseñanza ELE (Español como Lengua Extranjera) dentro de un contexto escolar sueco, con estudiantes de bachillerato de nivel B1-B2 según el Marco Común Europeo de Referencia para las lenguas (MCER). La medida de la CSP de los estudiantes se obtiene a través de las muestras de lenguaje proporcionados por actividades de elicitación mediante cuestionarios, mientras que los datos relacionados a los factores de incidencia en el aula se obtienen a través de entrevistas de profundización. Comparamos los niveles de CSP de los estudiantes con los factores de aula y los resultados obtenidos indican que el rol del profesor y su elección didáctica tienen mayor incidencia en la CSP de sus alumnos. Con respecto a las percepciones de los estudiantes, se observa que aquellos estudiantes con mayor nivel de CSP tienen una percepción positiva hacia estos contenidos, mientras que aquellos con niveles más bajos demuestran una visión negativa. Se concluye que existen, en efecto, factores positivos de incidencia en la CSP dentro de un contexto formal de enseñanza, principalmente centrados en el rol del profesor. / In the past decades many investigations have discussed the role of pragmatic research in language teaching. Moreover, this discussion has also pointed out how pragmatics can influence in the pedagogical work (Bardovi-Harlig, 1996). The aim of this qualitative study is to identify factors in classroom settings that influence sociopragmatics competence (SPC) in Spanish foreign language learners. In an attempt to better understand these factors within the Swedish education system, this study tested 54 high school students of level B1-B2 according to the Common European Framework of Reference for Languages (CEFR). Students' SPC was obtained by language samples provided through elicitation questions. In other hand, data related to the influence of factors in classroom settings in SPC were obtained through in-depth interviews. The results obtained by comparing students' SPC with factors in the classroom context display that teachers' role and their didactics approaches appear with greater importance for the students SPC. From the students perception it was also inferred that students with greater SPC level present positive perception to sociopragmatics‟ contents in the classroom. However, students with lower level show negative perception for the regarding content. Therefore, the factors focused on the role of language teachers emerge with higher positive influence to learners‟ SPC.

Politeness is viewed as an admirable trait by most people, yet what it means to be polite is arguably a controversial issue when it comes to using English, as people of different ages, education levels, and proficiency levels use English daily, and may have different views on politeness. These observations raise questions about whether there are certain universal pragmatic rules, or if pragmatic rules are primarily language- and/or culture-specific. The current study situates itself within the fields of cross-cultural pragmatics and English as a lingua franca and is intended to explicitly address how social distance impacts English users’ views of politeness and appropriateness in English today. The study addresses this issue by investigating how speakers of English perceive appropriateness in certain speech acts, specifically requests and compliment responses, and how they justify or explain their reasoning concerning this. The study employs a mixed-method approach to data collection, where data was collected through two steps: first, a questionnaire distributed online and, second, a set of follow-up interviews with questionnaire respondents. In total, 79 respondents contributed to the questionnaire and, out of these, eight participated in follow-up interviews. Through this dual method of data collection, the intention of the study was to provide some insight into societal perceptions on politeness today from two different perspectives. To that end, the analysis of data takes a two-fold approach: by using T-tests, the statistical relevance of the questionnaire findings is analyzed, and through an inductive analysis of the interview findings, a more in-depth view of the issue at hand is offered as a complement to the initial survey results. By providing insight to the societal perceptions of the pragmatics of English through two different perspectives, the findings of the study could inform and inspire further studies concerning pragmatic norms and, by extension, research focused on the teaching of English.