مقایسۀ کنش های گفتاری درخواست و عذرخواهی در تعاملات دانشجویان یک زبانۀ فارسی و دوزبانۀ ترکی – فارسی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
یافته هایاین تحقیق در واکنش عذرخواهی در گروه یک زبانه و دوزبانه نشان می دهد بیشترین پاسخ ها به صورت مستقیم است. البته با بررسی تفاوت میانگین تعاملات براساس یک زبانه و دوزبانه بودن، تفاوت معناداری بین این دو گروه وجود دارد. در واکنش درخواستی در گروه یک زبانه و دوزبانه، بیشترین پاسخ ها به صورت مستقیم است. ازطرف دیگر، با بررسی تفاوت میانگین کنش های گفتاری براساس یک زبانه یا دوزبانه بودن تفاوت معناداری بین این دو گروه وجود دارد. به طورکلی می توان گفت که واکنش های درخواستی در زمینه پذیرش یا رد درخواست، در افراد یک زبانه بیشتر است. درجه سختی در واکنش درخواست در گروه دوزبانه و یک زبانه نشان می دهد که در درجه سختی کنش ها و درجه سختی، ترک زبان ها بیشترین میانگین را دارند و احتمال کنش درخواستی در گفتار افراد فارسی زبان با تفاوت اندکی، بیشتر است. ترک زبانان به دلیل طبقه اجتماعی و میزان آشنایی در نحوه اجرای کنش ها با یکدیگر متفاوت اند. میزان آشنایی ها در ترک زبانان کمتر از فارسی زبانان است. در متغیرهای غیرزبانی بیشترین کاربرد درخواست غیرمستقیم در فارسی زبانان به صورت حرکت کمکی و کاهش دهنده اجبار جهت انجام درخواست است اما در ترک زبان ها قیاس و کاهش دهنده اجبار درخواست، بیشتر است. همچنین فارسی زبان نسبت به ترک زبان ها بیشتر درخواست ها را قبول می کنند.The comparison of speech act by Persian monolingual (Persian) and Turkish Persian bilingual students
The purpose of this research is to compare speech acts in interactions of Persian monolingual and Turkish-Persian bilingual students. This research is a field research in the field of language usage. This is a cross-sectional and descriptive-analytical research that collects information using a questionnaire. The statistical population includes monolingual (Persian) and bilingual (Persian-Turkish) students, 100 bilingual students and 100 monolingual students in a random cluster, among the students of Payam Noor and Azad universities in Firozabad and Jam from different disciplines. Bloom and Kolka (1982) questionnaires related to requests and apologies were used to measure speech interactions in the two areas of requests and apologies, each of which contains 18 questions. In this research, in order to analyze the data, SPSS statistical software was used, and the data was examined and analyzed in two parts, descriptive and inferential statistics. The findings showed that most of the responses to apologies are direct. Also, the monolingual group has more interactions than the bilingual group. In the request reaction, most of the answers are direct. The monolingual group has more speech acts. Request reactions, whether in terms of accepting or rejecting the request, are more among monolingual people. The degree of difficulty of actions in the speakers of Turkish has the highest average and the probability of requested action in the speech of the speakers of Persian is higher with a small difference. Extended Abstract1.IntroductionAmong others, Language has functions such as understanding society and culture, helping to establish and maintain social relations, classifying linguistic categories and helping to reason. Verbal action includes actions such as (demanding), ordering, asking, and informing. If, for example, a question language role is used to ask a question, it is called a direct speech act, while if a sentence with a request syntax is the same as the usual syntax for interrogative sentences, it is an indirect speech act. The speech act of apology is an important topic in literary studies. Apology can be considered a socio-utilitarian phenomenon, because the pragmatic and sociological factors of language flow simultaneously in it. Apology strategies vary from culture to culture. Brown and Levinson believe that people apologize after performing an image-threatening act. By doing this, they do not want to offend the negative image of the listener and apologize to compensate for their offense. 2.Theoretical FrameworkThe purpose of this research is to compare the speech acts (request and apology) in interactions of Persian monolingual and Turkish-Persian bilingual students. Derakhshan, et al. (2019: 1) showed that there was a statistically significant difference between three groups (non-dynamic evaluation group, dynamic evaluation group and control group); and the dynamic evaluation group performed better. Ghanbari et al. (2015: 1) showed that there is no significant relationship between gender and apology strategies. 3.MethodologyThis research is a field research about language usage. This is a cross-sectional and descriptive-analytical research that collects information using a questionnaire. The statistical population includes monolingual (Persian) and bilingual (Persian-Turkish) students from Firozabad and Jam. 100 bilingual students and 100 monolingual students were randomly selected from Payam Noor and Azad University students. Questionnaires related to requests and apologies, each containing 18 questions, were used to measure verbal interactions. These questionnaires were designed by Bloom-Kulka (1986) and were translated and used for the first time. 4.Results & DiscussionsIn the request response in the monolingual and bilingual group, most of the answers are direct. On the other hand, by examining the average difference of speech acts based on being monolingual or bilingual, there is a significant difference between these two groups, and the monolingual group has actions, and are more talkative than the bilingual group. In general, it can be said that there are more responses to requests, either in terms of accepting or rejecting requests, among monolingual people. The degree of difficulty in the request reaction in the bilingual and monolingual group shows that in the degree of difficulty of the actions and the degree of difficulty in the speakers of Turkish had the highest average, and probability of the requested action in the speech of Persian speakers is higher with a small difference. Turkish speaking people are different in the way they perform actions due to their social class and the level of familiarity. The amount of acquaintances among Turkish speakers is less than among Persian speakers. In the field of non-linguistic variables such as the level of familiarity and social status and the way of using the speech acts of request, indirect request is most commonly used among Farsi speakers as an auxiliary movement and reduces the compulsion to make a request, but among Turkish speakers, it is an analogy and reduces coercion. Also, in the Persian language group, speakers accept 80% of requests, but Turkish language groups, speakers accept 50% of requests. 5.Conclusions & SuggestionsRegarding direct and indirect answers in apology reaction in the monolingual group, most answers are direct. Also, the monolingual group has more interactions than the bilingual group. This result is in line with the result of Rasakh Islam (2003), Rintel and Walters (1980), Haiching Lin Shen (2006). Direct and indirect responses in the request response show that generally most responses are direct. Also, the results show that, in general, most of the answers are direct. On the other hand, the monolingual group has more speech acts than the bilingual group. This result is in line with the research results of Akbari (2016), Bibb, Takashi and Yuliz Welts1 (1990), Bayan (2004), Zhang (1995). The degree of difficulty in the request response in the bilingual and monolingual groups shows that, in general, the degree of difficulty of the actions in the Turkish speaking group had the highest average and the probability of the requested action in the speech of Persian speaking people is higher with a small difference. This result is consistent with the result of Haiching Lin Shen (2006). The most common use of indirect request among Farsi speakers is as an auxiliary movement and reduces the compulsion to make a request, but among Turkish speakers, it is more analogical and reduces the compulsion to request. This result is consistent with the result of Haiching Lin Shen (2006). Select bibliographyBeebe, l. Takahashi, T. & Uliss – Weltz, R. Pragmatic Transfer in Esl. Refusal. In ESL refusal in R.Scarsella, E.S,Anderson, & S.D.Krashern (ED) developing communicative competence in a second language. New York: Newbury House Publisher.1990: 55-73.Blum-Kulka, Sh. Indirectness and Politeness in Requests: Same or Different? Journal of Pragmatics. 1989. 11: 131-146.Massen, Henry et al. Child Growth and Personality, translated by Mahshid Yasai, Tehran: Mad Kitab Publications. 2014. [In Persian]Zandi, B. & Amani, M. Speech Act Strategies of Apology in Bakhtiari Dialect from the Perspective of Sociolinguistics. Studies of Languages and Dialects of Western Iran, 2015; 3(14): 103-121. [In Persian]Zandi, B. et al. Apology Speech Strategies in Kurdish from the Perspective of Sociolinguistics. Journal of Popular Culture and Literature. 2016: 5(17): 162-139. [In Persian]Yule,G. Pragmatics.Oxford:Oxford University Press. 1996.
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