PatriciaPinillaMurillo:ComplimentResponsesbyAustralianandLatin‐AmericanWomen 38 AnAnalysisofComplimentResponsesbyAustralianandLatin‐ AmericanWomen
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Patricia Pinilla Murillo: Compliment Responses by Australian and Latin‐American Women
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An Analysis of Compliment Responses by Australian and Latin‐ American Women PATRICIA PINILLA MURILLO* Abstract This study investigates compliments responses (CRs) by Australian and Latin‐American women in order to identify differences and similarities. It proposes that the CRs of women differ according to culture, the gender of the complimenter, power and distance. The Rapport Management Approach will also be considered in order to show the importance of the management of human relations and its effect in maintaining social stability. The data was collected through the use of a questionnaire, which covers basically three scenarios (ability, appearance and possessions). A total of 20 participants, ten Latin‐ Americans and ten Australians, participated in the study. The findings demonstrate that there are some similarities between these two cultures in regards to possessions, where both cultures accept the compliment and add a comment history. At the same time, both cultures used strategies to avoid self‐praise, especially when the complimenter was a male; it was also found that power is insignificant with an appearance compliment, using sarcasm and irony. However, there are some differences, especially when discussing a person’s cooking abilities; here the Latin‐American’s CR to this compliment stems from their culture and their pragmatic rules. 1. Introduction Language is one of the most important tools that individuals use in order to communicate. When people speak, it is possible to do all sorts of things (Fasold 1990), from aspirating a consonant or constructing a relative clause, to complimenting a guest or starting a war. These are all speech acts, i.e. acts performed in the process of speaking. A compliment is a speech act, which needs a compliment response (CR). This report looks at the similarities and differences between Australian and Latin‐American women’s CRs in order to identify the trends. It suggests that the CRs of women differ according to culture, the gender of the complimenter, power and distance. The Rapport Management Approach will also be considered in order to establish the importance of the management of human relations and its influence in maintaining social harmony. In Speech Act Theory, compliments appear in Austin’s classification under the class of ‘Behabitives’. Austin describes this class as reactions to other peopleʹs behaviour and fortunes, embodying the expression of attitudes to someone else’s conduct or qualities (1962:159). More specifically, he views compliments as a means of expressing sympathy, much like congratulations, condolences and felicitations. According to Holmes (2001), a compliment is a complex sociolinguistic skill whose primary function is affective and social rather than referential or informative. Holmes (2001) adds that the Speech Act of complimenting has a “darker side“, as a compliment can be interpreted as offensive, patronising, sarcastic, ironic or even as a put‐ down. In addition, Herbert (1989) states that receiving a compliment may be considered a face‐threatening act because it leads to the compliment’s debt, where receivers may feel obliged to return the compliment or even to refuse it. This means that there is a dilemma posed in the mind of the speaker when having to respond to a compliment. Pomerantz (1978), states that there are three ways of responding to a compliment. The first one is to accept or reject, the second is to agree or disagree and the last one is to avoid. Later, Herbert (1989) extended the categories regarding Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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CRs to twelve, where he included the appreciation token, the comment acceptance, praise upgrade, comment history, reassignment, return, scale down, questioning, disagreement, qualification, no acknowledgement and, finally, request interpretation where the speaker simply doesn’t recognise the compliment. Another approach, that of Wolfson and Manes (1980), sees compliments as divisible into three categories: compliments on appearance, on skills or abilities, and on possessions. The expression of CRs has enormous variation because of differences in power, distance and gender. Holmes (2001) argued that gender differences in language are often just one aspect of more pervasive status and power differences in society. Linguistic forms used by women and men contrast to different degrees in all speech communities, with linguists claiming that women and men emphasise different speech functions. The Speech Act of a compliment involves a social interaction where the speakers should follow social rules. According to Spencer‐Oatey (2002), management of relations is crucial in order to maintain social stability. Therefore she proposes a model called the Rapport Management Model, which involves two main components: the management of face (Quality Face and Social Identity Face) and the management of social rights (equity and association rights). Face is associated with personal/social value and is concerned with peopleʹs sense of worth, dignity, reputation, competence and so on (Spencer‐Oatey 2002). On the other hand, sociality rights are concerned with personal/social entitlements, and reflect peopleʹs concerns over fairness, consideration, and social inclusion/exclusion. Finally, cultural differences need to be considered. Spencer‐Oatey (2002) suggests that the level of sensitivity present in the Rapport Management Model varies across cultures. Moreover, studies of cross‐cultural pragmatics report that the way Speech Acts are realised varies across languages. This variation can sometimes cause misunderstandings or what Thomas (1983) calls pragmatic failure, which occurs when a learner transfers rules from the first language (L1) into the second language (L2). 2. Methodology The research was conducted through a questionnaire completed by ten Australian women and ten L2 Latin‐American women. The selection criterion was that the Latin‐American participants were required to have lived for at least four years in Australia, in close contact with native English speakers (L1). The participants were all women between the ages of 20 and 50 years who were members of the middle class. The questionnaire covered basically three scenarios, the first related to appearance, the second to skills or abilities and the third linked to possessions. This particular study was conducted in Brisbane, Australia, as the analysis took place in this country. The researcher sent the questionnaire to each participant individually via email and the participants returned the completed questionnaire in the same way. The questionnaires were then printed for analysis and comparison in order to find the general trends among the two groups. There are some reasons for using a production questionnaire (PQ) or more specifically, as argues Kasper (2000), “the open item”, where participants are required to write what they would say in the particular situation given. According to Barron (2003) this written form of PQ means that participants lack the context of ongoing verbal interaction, as there is no human interlocutor with whom respondents must negotiate. Therefore, the subjects are in complete control. That is, PQs allow the participants to write their answers in a sincere way without the influence of others’ points of view. Consequently PQs are effective, efficient and suitable to the purpose of the study. Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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3. Results The results show some cross‐cultural and cross‐gender patterns in the use of CRs that emerged from the analysis of the data. The existence of cross‐cultural pragmatics differs between Australian and Latin‐American women. In the CRs involving the skill of cooking, most of the Latin‐American women transferred pragmatic rules from their L1 into their L2, in this case English. Most of them related the skill of cooking to love. The results also showed that both cultures used strategies to avoid self‐praise; particularly with an appearance compliment, both groups used downgrading tactics. Alternatively, both cultures displayed the appreciation token, thank you, when they had to respond to a compliment about skill or ability and the complimenter was a male. Both the Australian women and the Latin‐American participants exhibited a greater tendency to question the truth‐value of compliments generally, but especially those related to appearance. Likewise, both cultures used humour in their CRs, in the form of sarcasm or irony. According to Eckert & McConnell (2003), sarcasm and irony are possible with any kind of speech act, though they are much more common in some communities than in others. On the other hand, when responding to a female complimenter about a possession, the participants tended to combine various types of agreement, such as acceptance, giving the history of the possession and praise upgrade. 4. Discussion 4.1 Situation 1: Skill or Ability (Essay) (+) Power (‐) Distance Complimenter Gender = M All the participants in this situation accepted the praise of the compliment. They all expressed it with the appreciation token thank you. Some of them also combined the appreciation token with a comment acceptance, for instance: “I worked really hard on it.” “I put a lot of effort into it.” Some of the Latin‐American participants produced their CR with a certain combination, such as an appreciation token + comment history, for example: “Oh, really thank you very much! It took me a long time to prepare the essay.” These tokens all agree with the findings of Herbert (1989) who suggested that CRs were often accompanied by thank you. Only one of the participants (an Australian woman) combined the appreciation token + questioning: “What did you like about it?” According to the rapport management model approach (Spencer‐Oatey 2001), it could be said that participants who receive the compliment experience a situation of Quality Face in relation to themselves when they feel that their skills are recognised. Similarly they Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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have the feeling of being socially included. On the other hand, it is important to note the power relationship existing between the two interlocutors that this situation presents. The compliment giver is more powerful than the compliment receiver (e.g. lecturer to student), therefore the social distance relationship is not equal. 4.2 Situation 2: Appearance (Hair cut) (+) Power F (‐) Distance Complimenter Gender = F In general, the two groups of participants did not believe the compliment was genuine, which was demonstrated by their use of questioning responses (Herbert 1989) such as, “Really?” “Are you being nice?” “Do you like it?” In this situation, the relationship between the interlocutors is female to female, where the compliment giver has more power than the receiver; however, the women who answered did so using familiar language. As far as Rapport Management and Quality Face are concerned, women receiving the compliment at first show self–doubt, (“I didn’t like it at first,”) followed by a boost to their self‐esteem (“But perhaps it will grow on me with comments like that!”). Therefore, it could be said that the power distance relationship influences the Quality Face of the receiver. 4.3 Situation 3: Appearance (Legs) (‐) Power (+) Distance Complimenter Gender = M In this situation, the power is minimal and the distance relationship is not very close; the complimenter is male and the complimentee is female. Most of the participants doubted the authenticity of the compliment, responding with humour and irony. For example, some of the Australian women participants responded: “I didn’t know you had such a silver tongue! Believe me, I’d be better off in a burqa!” “Ummmmm… What the heck is wrong with you?? Stop it, you perve! Go find something else to check out!” “Hahahaha, very funny, are you in trouble or something that you are saying such things?” Some of the CRs for the Latin‐American participants were: “Thank you, and I have had them since I was born, he he he.” “Ha ha ha Oh! Thank you, but I think you have a problem with your eyes! I don’t think I have beautiful legs, but anyway!! Thank you so much. “Really? You must be kidding! They are not that good.” Very few of them thought the male a flirt, whereas the majority rejected the compliment. A number of women used scaling down and questioning (Herbert 1989). Most of the women Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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from both cultures responded in an offended manner, demonstrating that their public self‐ worth or their Social Identity Face, as Spencer‐Oatey (2002) argued, was devalued. This situation demonstrates what Holmes (1987) refers to as “The Darker Side” of the compliment, where most of the participants doubt its sincerity, and in some cases, the compliment even causes offence. Holmes (1995) discusses the use of ʺBald Challengesʺ or threats; this is referring to a situation when speakers overtly contradict others or “baldly” disagree with their conversational patterns. Even though it is unusual between women to use the Bald Challenge (Holmes 1995), in this situation the female participants used this pattern in their response to a male participant. Therefore, this example shows that women’s responses differ according to gender. 4.4 Situation 4: Skill or Ability (Cooking) (‐) Power (‐) Distance Complimenter Gender = F All participants responded with appreciation or acceptance but there were different combinations of the CR. For example: “Ah, thanks guys, it was nothing. I’m glad you enjoyed the meal and I’m glad you like my cooking. This was fun – we should do it again.“ “Thank you so much ladies, I’m glad you all liked it. We all know how much I love cooking.” In the above responses by two Australian women, the appreciation token is used initially. In the first response, it precedes a scale down comment, which is then followed by an acceptance utterance that indicates the complimentee’s pleasure. In the second response, the complimentee moves straight from the appreciation to the acceptance (pleasure) utterance. These responses correspond to Herbert’s (1989) categorisation of CRs. On the other hand the majority of the Latin American participants’ responses reflect the pragmatic failure of transference from their native language to English. “Thank you, it was made with love, that’s why it tasted good and I am glad you like it.” “Pleasure! I made it with lots of love!!!” “I made it with love for you. I am so happy that you liked it.” These results could reflect the findings of Thomas (1983), who states that pragmatic failure occurs when learners transfer first language pragmatic rules into their second language domains. The reason for the pragmatic failure could also be related to cultural influences. According to Douglas (1996 as cited in Woodward 2007:95), Latin‐American culture belongs to the strong group‐grid societies where eating is a ritual which expresses family, solidarity and continuity with the past. Hence, Latin‐American womenʹs responses to these compliments stems from their culture and their pragmatic rules. One can also relate the above comments to Spencer‐Oatey’s (2002) claim that the Social Identity Face can reflect a fundamental desire for people to acknowledge and uphold their social identities. All of these women felt valued and appreciated in their role as cooks. Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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4.5 Situation 5: Possession (Brand bag) (‐) Power F (‐) Distance Complimenter Gender = F In this situation, both cultures responded similarly. For example, the Australian women responded thus: “I know! I’ve been saving for ages and couldn’t resist a moment longer!” “It’s pretty awesome, isn’t it? I finally had enough money to buy it. And I couldn’t wait to get it. I’ve been dying to get a new one. Sorry about me being overly excited; it’s just I’ve been saving so long for this. I’m like a child at Christmas! EEEEE I’m so giddy!” “It’s beautiful, isn’t it? It took me ages to save for it.” “You like it? Iʹve wanted to buy it for a long time.” “Thank you! This is the result of working hard and saving long term. This is my reward.” “I saved money and finally I have my bag. Now I’m very happy about my new bag.” Almost all of the responses were a combination of different sub‐categories (Herbert 1989), but all responses did include a comment history category. It is very important to note that, as stated by Holmes (1995), women‐to‐women responses generally do not include Bald Challenges or threats. In this situation, the power distance was almost non‐existent as both compliment givers and receivers were female and friends. It could be said that, according to the Rapport Management Model, the complimentees above could experience a situation of social inclusion through the acceptance and approval by complimenters of the possession, which is a symbol of luxury and/or success in a capitalist society. As Woodward states (2007:37), nowadays within our materialistic culture, individuals have a sense of belonging when others admire their possessions. 4.6 Situation 6: Possession (car) (‐) Power M (+) Distance F Complimenter Gender = M Throughout the responses given, there were only slight differences in the combination of comments, but all included the reassignment category as described by Herbert (1989), where reassignment refers to the compliment receiver deflecting the compliment to a third person, in this particular situation, her brother. “Yes, I wish it was mine!” “Me too, but it’s not mine. I wish!” “Oh thank you, yeah it’s my brother’s car. It’s really great to drive. Below are some of the responses of the Latin American women: “I wish I had one like this, but don’t. This is not my car, it’s my brother’s car. I just borrowed it. But thank you.” “Oh yeah, thank you, it’s my brother’s car.” “Thank you. It’s my brother’s car, not mine.” Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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Spencer‐Oatey (2002) states that we have a fundamental desire for people to evaluate us positively as individuals, but also within our roles as part of a wider social community. In this situation, the perceived compliment is towards the brother for the car he owns, although indirectly the compliment receiver (a woman) and her boyfriend also earn value within their social group by association. Therefore, the Social Identity Face is effectively valued in terms of society. 5. Conclusion In conclusion, there are more similarities than differences in regard to CRs between Australian and Latin American women. However, some cultural differences were observed, such as the example related to food. In addition, the report also illustrated variations in CRs due to power, distance and gender. Both cultures responded in a similar way when they had to react to a male compliment giver. Furthermore, when they had to respond to a compliment related to appearance, both groups questioned the sincerity of the compliment. However, this was not the situation when the compliment was related to possessions; in these examples, none of the participants doubted the compliment and most of the participants of both cultures tended to use the comment history of the possession. Finally, these kinds of speech acts, such as compliments and CRs, influence the social relations of the interlocutors and contribute to their own self‐esteem and their place in society. *Author Note Patricia Pinilla Murillo is currently at Griffith University in Brisbane, in her final year of a Bachelor of Arts in Languages, Culture and Sociology, majoring in International English. Patricia is from Colombia, where she studied Law and Communication. Her academic interests include Languages, Sociolinguistic and Intercultural Communication. References Austin, J.L. 1962. How to do Things with Words. Oxford: Clarendon Press. Barron, B. 2003. When Smart Groups Fail. Journal of the Learning Sciences 12: 307‐359. Eckert, P. and McConnell‐Ginet, S. 2003. Language and Gender. Cambridge: Cambridge University Press. Fasold, R.W. 1990. The Sociolinguistics of Language: Introduction to Sociolinguistics. Oxford: Blackwell. Herbert, R.K. 1989. The Ethnography of English Compliments and Compliments Responses: a Contrastive Sketch. In Contrastive Pragmatics, ed. by W. Olesky. Amsterdam: John Benjamins. Holmes, J. 1995. Women, Men and Politeness: Agreeable and Disagreeable Responses. London: Longman. Holmes, J. 2001. An Introduction to Sociolinguistics. London: Longman. Pomerantz, A. 1978. Compliment Responses. In Studies Organization of Conversational Interaction, ed. by J. Schenkein. New York: Academic Press. Spencer‐Oatey, H. 2002. Managing rapport in talk: Using Rapport Sensitive Incidents to Explore the Motivational Concerns Underlying the Management of Relations. Journal of Pragmatics 34:529‐ 545. Thomas , J. 1983. Cross‐Cultural Pragmatic Failure. Applied Linguistics 4:91‐109. Thomas, J. 1995. Meaning in Interaction: an Introduction to Pragmatics. London: Longman. Wolfson, N. and Manes, J. 1980. The compliment as a social strategy. Papers in Linguistics: International Journal of Human Communication 13:410‐451. Woodward, I. 2007. Understanding Material Culture. London: Sage. Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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Appendix: Situations Situation 1: You are at university. The lecture has just finished. As you are walking towards the door of the classroom, you meet directly with the lecturer, who is a middle‐aged man. Suddenly he says to you, “By the way, your essay was excellent! You have structured it in a very clear and concise way! Well done!” How would you respond? Situation 2: You went to have your hair cut, as you are going to a birthday party. However you did not like the new hairstyle you were given. Once you arrive at the party, your female boss says to you, “Oh my god, your hair looks beautiful! And it makes you look younger!!” How would you respond? Situation 3: You are at the beach when you bump into your best friend’s brother, who after greeting you, says, “Oh wow, I did not know that you have such beautiful legs!” How would you respond? Situation 4: You love cooking and therefore you have invited your girlfriends for dinner at your house. Straight after you finish dinner, they all say, “Wow, this food was delicious!!” How would you respond? Situation 5: After saving money, you finally buy the bag that you always wanted and in fact you immediately replace the old one. When you meet with your best friend she immediately says to you, “Wow, that is such an amazing bag! How would you respond? Situation 6: You have borrowed your brother’s car to pick up your boyfriend from his work. When you arrive, he introduces you to one of his male colleagues, who says to you, “Oh, nice car! I love the model!” How would you respond?
Griffith Working Papers in Pragmatics and Intercultural Communication 5, 1 (2012), 38‐45
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