Pragmatic transfer in advice-giving as a speech act of Saudi students in Australia

Abstract

The present study contributes to the fields of cross-cultural and interlanguage pragmatics. Although much research has focused on speech act realisations in various languages and cultures, insufficient attention has been paid to the speech act of advising. Moreover, advice- giving in Arab cultures remains relatively underexamined, with most studies focusing on the performance of Arab learners of English and whether they acquire sufficient second language (L2) pragmatic knowledge to communicate effectively in English as a second/foreign language (ESL/EFL). This research addresses these gaps in the literature by examining the advice-giving behaviour of native speakers of Australian English (AEs), native speakers of Saudi Arabic (SAs), and Saudi students in Australia (SEs). It aims to examine the linguistic realisations and sociocultural norms characterising advice-giving in Australian English and Saudi Arabic and whether there is evidence of negative pragmatic transfer when the SEs offer unsolicited advice in English. Participants included 44 AEs, 60 SAs, and 60 SEs. Data were collected using a mixed- methods approach of Discourse Completion Task (DCT) and semi-structured interviews. The DCT data were analysed qualitatively and quantitatively in terms of: (1) the appropriateness of advice-giving; (2) directness levels and advice-giving head acts; (3) internal modifications; and (4) external supportive moves. The interview data were explored and analysed qualitatively. The results are summarised as follows. First, culture played a role in the advising behaviour of both Australian and Saudi native speakers. Second, the AEs' behaviour suggests that they perceived advice-giving as an invasion of privacy, while the SAs' behaviour suggests they considered it a solidarity strategy and a means of social interaction. Third, the findings support previous research that has classified Anglo-Saxon cultures as individualistic and Arab cultures as collectivistic. Fourth, despite cross-cultural differences, advice-giving was a relatively common practice among the AEs, supporting recent studies that have concluded that advice-giving can promote social relationships in any culture if properly formulated and potential threats are mitigated. Fifth, although the SEs showed a developmental pattern towards the L2 norms of speech, evidence of negative pragmatic transfer was confirmed in many aspects of their advice-giving behaviour. Finally, the analysis of interview data highlights the importance of exposure to the L2 culture for pragmatic development and the impact of identity on the SEs' pragmatic behaviour.

Date of Award	2022
Original language	English