The speech act of complimenting in Western and in some Eastern speech communities has been an object of extensive comparative investigation. However, the study of complimenting in Trans-Caucasian speech communities, the Armenian community in particular, remains less-investigated. The aim of the paper is to indicate the objects of complimenting in Armenian community. The analysis shows that taken in general terms the objects of complimenting in Western and Armenian societies do not differ greatly, but the accents are fairly different which can be explained by the mentality and perception of social values that each society displays. Whereas in Western societies the accent is on appearance and abilities, in Armenian community the greater part of compliments refers to the ability and performance, family members, especially children and hospitality. As far as appearance is concerned, the attention is focused mainly on new looks and new possessions (hairstyle, dress, earrings, etc.).
LEARNERS’ PERCEPTIONS OF TEACHER WRITTEN FEEDBACK COMMENTARY IN AN ESL WRITING CLASSROOM (Published)
The purpose of the current study is to examine Arab learners’ perceptions of teacher written feedback commentary in an ESL writing classroom. This study used a Think-Aloud Protocol (TAP) to examine learners’ perceptions of teacher WCF comments, involving fifteen native Arabic speaking ESL learners (11 male, 4 female) in three TAP interviews. The results of this study reveal that participants: 1) had a very high level of interest in teacher comments, 2) appreciated feedback that praised their good work, 3) complained about marginal comments that were not linked to specific errors with no line or arrow, 4) misinterpreted some teacher feedback comments.