Thesis (Th. M.)--Western Seminary, Portland, Or., 2000. / Abstract. Includes bibliographical references (leaves 190-197).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 212-219).

Thesis (doctoral)--Universität, Leipzig, 2000. / Includes bibliographical references (p. 307-320).

Thesis (Ph. D.)--University of Zürich, 1986. / Bibliography: p. [185]-195. Also issued online.

This study compares the speech acts of apology of Saudi learners of English with those of American English native speakers to investigate the intercultural communication competence of second language learners. The investigation is based on 120 apology responses from Saudi learners of English and native speakers of American English. The responses were collected through a discourse completion task. The participants from both groups utilized the same five strategies mentioned by Cohen and Olshtain (1981): apology expressions, explanations, promises of forbearance, acknowledgments of responsibility, and offers of repair. Results showed no difference in the types of apology strategies adopted, but the frequency of using these strategies varied. The frequency of use of the strategies significantly varied only for the offers of repair and promises of forbearance. The results also indicated that the two most universal strategies used were apology expressions and explanations. Furthermore, the most common strategies that were often combined together were expressions and explanations. This study supports Taguchi's (2011) statement on the possible effect of learners' English proficiency on their speech act productions. Moreover, social power has a noticeable impact on students' production of the five apology strategies. Results indicated that the higher the social power of the offended, the more apology strategies he/she seemed to have received. Results from the current study and studies like this are informative to not only the speech act literature but also the study of intercultural communication, the globalization of American universities, and the development of Saudi cultural missions.

This empirical study examines politeness phenomena in the English of first and second language students at an academic institution. Using the theoretical framework of the CCSARP, a OCT and a qualitative questionnaire were used to analyze the speech act realizations of requests and apologies. The main objective of the study was to establish the extent of differences in the choice of speech act realizations and whether distinct patterns of speech act behaviour obtained. Findings show evidence of a difference in preference for positive and negative politeness strategies. The L2's expressed more of a concern for solidarity, than for social distance and deference, using in-group markers to signal social closeness. The L 1 's use of internal modification, in the form of downgraders, exhibited negative politeness. The frequent use of indirectness, especially hints, reflected a hesitancy to impose. Results from the investigation could have implications for enhancing cross-cultural communication. / Linguistics and Modern Languages / M.A. (Linguistics)

Notre travail consiste à analyser le phénomène de construction et de reconstruction de l'identité des Pieds-noirs. L'étude que nous proposons est basée sur les productions discursives que nous avons recueillies grâce à des entretiens. Elle permet de mettre en évidence la complexité des processus identitaires, qu'ils soient conscients ou inconscients. Il s'agit d'une analyse comparative qui fait appel à un certain nombre de champs disciplinaires comme l'histoire, la linguistique ou la sociologie. Ainsi, en mettant en parallèle les différents discours des informateurs, nous pouvons remarquer que l'identité pied-noir, définie à partir d'éléments culturels, sociaux et historiques, présente un aspect collectif, partagé par l'ensemble des membres de la communauté, et un aspect individuel, propre à chacun et variable en fonction des expériences vécues / This work consists in studying the phenomenon of French-Algerian identity, built and rebuilt by language. Our study is based on speech acts collected by interviews. The analysis brings the fore the complexity of identitary process, conscious or unconscious. This study is about a comparative analysis, which calls on several disciplinary fields as history, linguistic or sociology. Thus, by comparative analysis of informants’ speeches, we can note that French-Algerian identity, defined from cultural, social and historical components, presents a collective side, shared with all the other members of the community, and an individual side, characteristic of each one and which varies with personal experiences

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This paper conducts a critical comparison of the correspondence of Madame de Sévigné, Empress Marie-Thérèse of Austria and Joséphine Bonaparte. These women instruct their daughters through a writerly exchange that implements a remarkably similar use of language that indicates a “performance” of her maternal role, meant to implement a personal or political agenda that requires the daughter’s acknowledgement and reciprocation. This project explores theories of speech acts and subjectivity to conduct a literary analysis of the construction of the maternal figure in a historical context, its representation in the letters of each woman with their daughters, the motivations for a “performance” of the maternal role, and the subsequent characterization, reaction, and liberation of the daughter’s voice.

No description available.