Cinema as a Transmitter of Content: Perceptions of Future Spanish Teachers for Motivating Learning

: In recent decades, the diverse changes produced have accelerated the relationships regulated by media. Cinema was able to bring together moving image and sound for the ﬁrst time, and as a result of its audiovisual nature, it is a particularly suitable resource for motivation in education. In this light, the teacher’s perception for its application in its initial formal stage is highly relevant. The main objective of our research, therefore, has been to analyze the perceptions of cinema as a didactic resource for the transmission of content in preschool and primary education by students who are studying to become teachers themselves. The sample was composed of 4659 students from Spanish universities, both public and private. In addition to this, the PECID questionnaire was elaborated ad hoc and a comparative ex post facto design was adopted. The result showed that over 87% of students recognized the diverse educational potentialities of cinema, with motivation being an important factor. Furthermore, signiﬁcant di ﬀ erences were found in perceptions according to di ﬀ erent factors such as the type of teacher training degree, the Autonomous Community in which the student studied, as well as ﬁlm consumption habits. On the basis of these results, future application of cinema needs to be applied using the di ﬀ erent potentialities detected in our study.

Introduction
The changes that have taken place in recent decades have accelerated relations based on and regulated by media. To these changes, the prevalence of the audiovisual should be added. In this sense, Ref. [1] indicated that the media influenced all areas, including the family, which was affected by the use of media on a daily basis, especially by minors. This reality has caused various authors to promote media education at schools [2][3][4][5], because despite the prevalence of screens in everyday life, school, as noted by [6], is somewhat unsynchronized with the world around it. This has caused authors such as [7] to state that with each day that passes without audiovisual culture being taught in schools, media illiteracy, catalogued as the illiteracy of our times, increases.
Among the different forms of media there is cinema, which is the ability to combine moving images with sounds, a technology which has now existed for more than one hundred years. This media has its own entity, as indicated by [8], which is a form of artistic expression different from other media such as television. Cinema has an agglutinating language, because, as [9] indicated, it combined its own iconographic aspects and narrative figures inherited from literature and other media. Different meanings for cinema have been established by [10] such as a vehicle to construct the past, as a factory of dreams, and as an expression of the art of storytelling. In this regard, Ref. [11] emphasized the nature of cinema for the construction and preservation of identities, conceived as representations and categorizations of the world. systems [36]. In this sense, it is worthwhile asking what educational vision future teachers have of a resource such as cinema. There are no previous studies that have analyzed the perceptions of students in a Teacher Training Degree program about the didactic possibilities of cinema as a transmitter of content. In addition to this, there is no research about how different variables can influence students' perceptions. However, in the perception of a resource, it is essential to have knowledge of the resource [37]. In this sense, cinema is a means of mass communication, it is present in everyday life, and future students have been able to experience it. Therefore, the contact that students have in their cinematographic consumption supposes a way of knowing cinema with projections in different areas. This path of knowledge through our leisure activities implies an aspect of informal education [38]. Likewise, it is worthwhile asking about the influence of the formal training environments of future teachers on the perceptions of cinema as a didactic resource. In this regard, these environments are the most specific way to access the knowledge of the educational possibilities of cinema, based on the training future teachers receive and the type of University they attend. In the same way, it is appropriate to keep in mind the educational stage for which the students are being trained as a variable that can mark the perceptions about the educational possibilities of cinema. As pointed out by [39], the attention paid to cinema varies with age and influences the generation of mental images, because it is the gateway to the understanding of messages. Therefore, the evolutionary stage of children marks a difference in the training curriculum for future teachers according to the different ages of children in preschool and primary education. Finally, it is also appropriate to consider the variable, Autonomous Community, because the region and the different political competences can influence personal characteristics and training environments.
On the basis of the above, the general objective of this study is to examine the perceptions of students in a Teacher Training Degree program in Spanish universities regarding cinema as a teaching resource for the transmission of content in preschool and primary education. As a result, there are some specific objectives which include the following: To know the perceptions about the potentialities of cinema as a didactic resource for the transmission of content; secondly, to identify and analyze the possible significant differences in the perceptions about the potentialities of cinema as a didactic resource for transmission of content according to different variables, i.e., type of teacher training degree of the students, the Autonomous Community, the type of university, the number of films seen per week, and the type of cinema usually viewed; and finally, to focus on the training received in the teacher training degree program for the didactic use of cinema.

Materials and Methods
This study was conducted as a comparative ex post facto [40], and, in addition to providing descriptive information on the quantified variables, possible significant differences among the groups compared were analyzed.

Participants
This research was conducted with a Spanish sample of participants of 4659 students, from all the Autonomous Communities and 58 universities, of which there are 39 public and 19 private. This sample was selected using a quota sampling technique [41]. Of the participants, 15.5% (n = 720) were men and 84.5% (n = 3939) were women, based on a Spanish population of eminently female students. They were between 18 and 66 years old and had a mean age of 22.3 (SD = 3.9). In turn, 49.0% (n = 2281) were students in the Preschool Education Teacher Training Degree and 51.0% (n = 2378) in the Primary Education Teacher Training Degree. Additionally, 89.8% (n = 4183) were students from public universities and 10.2% (n = 476) from private universities. With regard to the distribution of the sample by Autonomous Communities, it was formed based on the student population of each community and the possibilities of access to universities. Figure 1 shows the percentages and frequencies of participants throughout Spain. Regarding the participating students according to the university, Table 1 is presented. In line with the different number of participants according to the Autonomous Community, it can be seen that there is a greater number of universities that belong to the territories with the largest student populations. The total sample was representative of the analyzed population with a sampling error of 1.4% and a confidence level of 95.5%.

Instrument
The PECID questionnaire, consisted of 45 items, and was designed ad hoc for data collection. The first part of the questionnaire focused on cinematographic consumption habits and on the training received for the didactic use of cinema. The second part of the questionnaire focused on the perceptions about the potentialities of cinema as a didactic resource in preschool and primary education through a Likert-type scale with six response categories. The scale was structured in three dimensions. The first dimension related to cinema as a didactic resource of the transmission of content, the second dimension focused on cinema as a didactic resource of expression and communication, and the third dimension dealt with cinema as a didactic resource of critical analysis [42]. This study analyzed the first dimension, which consisted of 9 items. These items were submitted to expert judgment to validate their content. The reliability of this dimension was also analyzed, with Cronbach's alpha value of 0.963.

Procedure
For the gathering of data, we proceeded to identify the Spanish universities, both public and private, in the different Autonomous Communities, that offered the teacher training degree, based on the data provided by the Spanish Ministry of Education. As result, it was determined that, in Spain, 63 universities offer the teacher training degree, 39 public and 24 privates. The teaching staff of these universities were contacted by e-mail to inform them of the objectives of the research and to request their collaboration in disseminating the questionnaire among the students. Of all the universities, five private universities refused to participate in the study. The data were obtained during the academic year 18-19 through the Google Forms tool. The students were informed that their participation in the research was voluntary and anonymous. In this sense, any personal data that identified the students and did not respect their confidentiality of the data were removed from the questionnaire.

Data Analysis
The analyses of the descriptive statistics, with the frequencies, percentages, means, and standard deviations were carried out through SPSS version 21. For the comparative analysis of the possible significant differences among variables, parametric and non-parametric tests were used, establishing a significance value of p < 0.5. In this regard, statistical tests such as one-way ANOVA, t-test, Brown-Forsythe, and Mann-Whitney U were adopted. Otherwise, the least significant difference (LSD) was selected when conducting post-hoc tests for the comparison of means of more than two groups.

Results
In order to obtain univariate normality, the distribution of the data was analyzed. For this purpose, the Kolmogorov-Smirnov test was conducted, whose statistics gave a significance of 0.000, which indicated that the data did not show a normal distribution criterion. However, in relation to the values of asymmetry and kurtosis, these were less than 2 and 7, respectively, and therefore, following [43], could be considered to be within the norm. Table 2 presents the results on the potentialities perceived by students in a Teacher Training Degree program in Spanish universities of cinema as a didactic resource of content transmission according to the different response categories.

Perception of Cinema as a Didactic Resource for the Transmission of Content
As can be seen, all items in the dimension have higher percentages of agreement than of disagreement, with Items 5, 8, and 9 standing out as having the highest means. In this sense, the Item 5 has the highest mean of 5.11, followed by Items 9 and 8, with means of 5.07 and 5.04, respectively. In terms of agreement grades, these three items are the only ones with the highest percentage of students in the category of totally agree, surpassing 42%, with a cumulative percentage in the three agreement categories above 90%. Regarding the remaining items, the response category that accumulates the highest percentage of students is quite agree. Thus, Item 1 has the highest percentage of agreement (42.6%), followed by Item 2 (42.1%) and Item 4 (39.8%). With a percentage of less than 39% of quite agree come Items 6 and 7, although with percentages also notably high in the category of total agree above 30%, which means that they have high means. Item 3 has the highest percentage of something agree (23.1%) and the lowest mean (4.70). If the global mean of the dimension is considered, the result is 43.90. Table 2. Degrees of agreement and disagreement of the answers given on cinema as a didactic resource for the transmission of content.

Type of Teachers Training Degree and Perceptions about Cinema as a Didactic Resource for the Transmission of Content
In order to identify possible significant differences in the perceptions of cinema as a didactic resource for the transmission of content according to the type of teacher training degree variable, the t-test of mean difference was carried out. The results reflected a significance value of 0.000. In this sense, the students of the Primary Education Teacher Training Degree perceive the potential of cinema with a significantly higher mean (44.39) than do the pupils of Preschool Education Teacher Training Degree (43.39). Table 3 presents the results regarding means and standard deviation of the groups compared according to the Autonomous Community where the students of the teacher training degree study. Moreover, in Table 4, the results of the one-way ANOVA can be observed to find the possible significant differences and the meanings behind them. In order to confirm the significant differences detected with the parametric one-way ANOVA test, the test for the robustness of Brown-Forsythe means was carried out and its results also showed a significance with a value of 0.008.

Type of University and Perceptions about Cinema as a Didactic Resource for the Transmission of Content
The results of the t-test of difference of means to compare the perceptions of students of public and private universities give a p-value of 0.303, and therefore we can state that there are no significant differences between these two groups. If we look at the means, they are very similar, although students from private universities perceive, with a higher mean (44.31), more potential in cinema as a resource for transmitting content than students from public universities (43.85).

Number of Films Viewed per Week and Perceptions of Cinema as a Didactic Resource for the Transmission of Content
For the comparison of groups according to the number of films viewed per week by the teacher training degree students, nine groups were established, from the student body that viewed more than seven films to the one that did not view any films. The results of the means showed that the group that viewed more than seven movies had the highest mean (46.53), followed by those who viewed seven (46.26), and those who viewed six (45.98). Those who viewed five (44.87), four (44.42), and two (44.39) films a week had more moderate means. The lowest means were those who viewed three films (43.84), one (43.39), and none (43.13). Table 5 shows the results of the one-way ANOVA test to find significant differences. As can be seen, the results reflect significant differences between the students who view different numbers of films per week, specifically between those who view more films and those who view fewer, with the former perceiving more potential. In this sense, those students who view two, five, six and more than seven films perceive the potential of cinema with significantly higher means than those who view one film or none.
Similarly, the results of the Brown-Forsythe test on the robustness of means confirm the existence of significant differences with a value of 0.001.

Type of Cinema Usually Seen and Perceptions about Cinema as a Didactic Resource for the Transmission of Content
In order to compare perceptions according to the type of cinema usually seen, seven groups were established according to three main categories of cinema, i.e., fiction, documentary, and animation, as well as their different combinations. In Table 6, we can see the results obtained after performing the t-test to compare the perceptions according to whether the student is a regular consumer of only fiction films.
The data show that there is a significant difference, with a value of 0.000, with regard to how the potential of cinema is perceived as a resource for the transmission of content.
In relation to the comparison between students who only view documentary films, the results of the t-test show a p-value of 0.433, which reflects that there are no differences in the perceptions that can be considered to be significant, despite the fact that students who only view documentary films have a higher mean, i.e., 45.20 as compared with 44.00. Furthermore, since the students who view only documentary films are a small group of 20 people, a second test, the non-parametric Mann-Whitney U test, was carried out to confirm possible significant differences between the groups. The results showed a p-value of 0.315, which also confirmed the absence of significant differences.
Regarding the comparison of perceptions among the teacher training degree students according to their habit of viewing only animated films, the results of the t-test show values lower than 0.05, specifically, 0.011, which shows significant differences. As for the means, students who viewed only animated films have a mean of 40.26, whereas those who viewed more than only animated films have a mean of 44.06. Regarding the results on the differences in perceptions according to the students who usually view several types of cinema, if we pay attention to those who view both fiction and documentary films, the findings obtained in Table 7 are presented. The data obtained show that the combination of fiction and documentary cinema determines differences in the perception of cinema as a resource that transmits content with a significance of 0.000. Meanwhile, if the comparison between students who view fiction and animation films together is considered, the results of the t-test of differences give a p-value of 0.000. Thus, those who view these two types of cinema perceive significantly more (44.86) the potential of cinema as compared with the other group (43.65).
With regard to the results of the t-test for the comparison of the students' perceptions, if they usually view documentary films and animations, the p-value is greater than 0.05, specifically, 0.687, and therefore there is an absence of significance. If we look at the means, those who view documentary films and animation films together have a mean of 44.01, and those who do not view this combination of films have a mean of 42.50. Similarly, since a small group of six people view the aforementioned types of films, a second test was carried out, the non-parametric Mann-Whitney U test. The results of this test are also insignificant, with a p-value of 0.166.
Finally, if we compare the perceptions of cinema according to the students who usually view three types of films, i.e., fiction, documentary, and animation, the t-test gives results of 0.023, showing significant differences. In this sense, those who usually view fiction, documentary, and animation films at the same time perceive the potential of cinema as a didactic resource with a higher mean (45.28) as compared with those who view only one or two types of films (43.92).

Training in the Degree and Perceptions about Cinema as a Didactic Resource for the Transmission of Content
In order to identify if the variable of training in the didactic use of cinema influences the perceptions on the potentialities of cinema as a resource for the transmission of content, a t-test was performed, and the results obtained gave a p-value of 0.080. This indicated that, although students who had received training had a higher mean (44.55) than those who had not received training (43.81), no significant differences were found.

Discussion
The aim of this research was to examine the perceptions of students in a Teacher Training Degree program in Spanish universities about the potential of cinema as a didactic resource for the transmission of content. The findings reflected that these students consider cinema to be a resource of great educational potential to be applied in preschool and primary education classrooms. In this sense, all the potentialities presented are perceived with percentages of disagreement lower than 13%. This fact is relevant because, as stated in [44], the positive perception of a resource and its contributions to professional practice is one of the most important factors for its subsequent educational implementation.
The greatest potential perceived with cinema is to motivate learning in an attractive way and to encourage attention. This finding is important because, as some studies have shown [45,46], motivation is one of the factors that positively influences learning. The aforementioned perception is also in line with the audiovisual and emotional nature of cinema, capable of generating empathy and connection above other media. In addition, as a powerful generator of collective imagery and role models, the potential in the classroom to promote attitudes and values and eliminate stereotypes is very clearly perceived. The perceived relevance of cinema in spreading values coincides with that obtained by [47] for the more general area of media. This perception can be associated with the fact that [48][49][50][51][52] stated that fictional films were the preferred medium for consumption. However, it was perceived in a less accentuated way, that cinema could favor the construction of personal identity and belonging to a group. This could be due to the fact that cinema is a medium that can shape the personality of individuals with its capacity to represent and transmit reality [53]. However, on the one hand, in cinema, if there is not a critical eye, it can become a powerful resource for indoctrinating and manipulating the thoughts and feelings of students [54]. On the other hand, remarkably, it is perceived with high degrees of agreement that cinema can generate experiential learning and can be applied to globalizing methodologies. Because cinema is a medium that conveys content through various senses, with images and sounds, it generates a sensation of experience that can be of great use in developing better learning, as observed by [23,30].
As for significant differences in perceptions, if we look at the type of teacher training degree, this study found that students in a Primary Education Teacher Training Degree perceive significantly more potential. This perception is in line with the vision that cinema is more appropriate for the psycho-evolutionary characteristics of Primary pupils, and that it can capture their attention and motivate them more, making it possible to go deeper into their potentialities, such as viewing a greater variety of types of cinema and doing more activities. It is worthwhile also mentioning that, with the Royal Decree 126/2014, the work with audiovisual resources and the development of audiovisual skills is more present in primary education as one more task of consolidation and not only of initiation. In this sense, this presence was identified by [15,[55][56][57][58][59].
In relation to the variable of the Autonomous Community of the students, significant differences were found in the perceptions of cinema, with some communities perceiving higher potentialities as compared with other communities. For example, students from Cantabria had the highest average for perceiving cinema as being a didactic resource for the transmission of content with educational potentialities. The significance of Cantabria is shown in regard to eight of the seventeen Autonomous Communities. The existence of significant differences is also reflected in other communities with high means, such as Madrid, Andalucía, and the Comunidad Valenciana, to name a few. These differences, as noted in this study, are influenced more by the cinematographic habits and, to a lesser extent, by training, than the Autonomous Community in which they live. In this sense, in communities with a greater number of students who view more films per week, who habitually view different types of cinema, and who have more training, more potential is perceived. The results obtained are in line with those of [60], who found differences in the perceptions of future teachers regarding the educational use of mass media depending on the territory.
Regarding the variable of ownership of the university to which the students belong, no significant differences were found between private and public universities. It should be noted that the students had similar ages and habits. Furthermore, concerning the curricula of the teacher training degrees, it should be borne in mind that despite the fact that there are different subjects in each university, the areas of knowledge are common, and therefore there are no significant differences in the design of the academic training. In addition, it should be added that the initial training of teachers should consider the curricula established for preschool and primary education. With regard to the number of films viewed in the film consumption habit, people who view more films have a greater familiarity and link to cinema, and therefore a wider knowledge of the possibilities it can have. This wider knowledge is manifested in the fact that significant differences are expressed and become progressively greater as more films are viewed, with the differences being more pronounced in relation to those who view more than seven films a week.
Continuing with film consumption habits, the type of cinema usually viewed is also a variable that generates significant differences in the perceptions of the potential of cinema as a resource for the transmission of content, since it largely determines the vision of cinema, and therefore also at the educational level. In this sense, students who usually view only fiction or only animation films have a significantly lower perception of the potential of cinema. Conversely, on the one hand, if students usually only view documentary films, although not hugely significantly, they do perceive more potential in cinema. This finding is in line with what was said by [61][62][63] who characterized documentary filmmaking as a type of cinema especially suited for educational purposes beyond escape or simple entertainment. On the other hand, when the viewing of various types of cinema is combined, perceptions change, and more potential is identified for its applications in education. This is consistent with the fact that by viewing various types of cinema the student has a wider and more varied knowledge of what each type of cinema can offer, and therefore of the various functions that cinema can have in education. The differences in perceptions become significant when one habitually views fiction and documentary films, fiction and animation films, and when one views fiction, animation, and documentary films.
Furthermore, if we look at the training variable within the teacher training degree, no significant differences were found in the perceptions of cinema as a resource for the transmission of content, which reflects that the perceptions of this educational dimension of cinema are influenced to a greater extent by film consumption habits.

Conclusions
On the basis of the obtained findings, the following conclusions are highlighted:

1.
Students in Teacher Training Degree programs perceive with a high degree of agreement that cinema has numerous potentialities to be used in preschool and primary education classrooms as a didactic resource for the transmission of content. Furthermore, the greatest potential perceived in cinema is as a motivating resource to learn in an attractive way and encourage attention.

2.
Students' perceptions of the use of cinema in education vary significantly according to the type of teacher training degree, the Autonomous Community, the number of films viewed per week, and the type of cinema usually viewed.
As a limitation of the study, it is worth mentioning the fact that five private Spanish universities refused to collaborate in the study. This meant that a larger and more balanced sample could not be obtained and that students from all universities could not participate. It should also be noted that unequal access to universities prevented a representative sample from each of them.
This study is a pioneer in the subject, and aims to initiate a line of research for later studies, to complement it with other approaches, and to consider in more depth direct applications of the educational potentialities of cinema that have been detected. This research revealed that students of teacher training degree programs perceive numerous educational possibilities of cinema, and recommends implementing specific training to provide future teachers with preparation for the optimal educational use of cinema. It should imply a change in the training curricula to guarantee a greater prominence of cinema. In this sense, a specific subject should be included that addresses training in audiovisual resources, such as film, for educational use. This subject should be approached by going beyond technical approaches that reduce cinema to a mere technological instrument, giving priority to reflective and knowledge-creating approaches. Its contents should address both didactic training for the educational use of cinema. In addition to this, cinema needs to be considered as an audiovisual language and a means of artistic expression. Moreover, cinema could be considered to be a resource to work in a transversal way in the agenda of subjects in order to explore its educational possibilities in different knowledge areas. In this sense, priority should be given to training in the creation of activities through film. Furthermore, teachers of Teacher Training Degree programs should carry out activities with students using film. In addition, it is recommended that faculties of education take initiatives for the diffusion of cinema with special cultural and educational value. As a result, faculties of education should be organizing cineforums and film conferences that exposes students to cinema that enriches the cultural baggage and promotes critical and reflexive views of cinematographic works.


s2fieldsofstudy: Education Linguistics

text:
Pragmatic transfer in Turkish EFL learners’ compliments and compliment responses from L1 Turkish to L2 English

The present study aimed to figure out whether Turkish EFL learners transfer their L1 Turkish pragmatic norms to their L2 English compliments and compliment responses. Six senior ELT students took part in the study, carried out at a state university in Turkey. An open role play adapted from Tran’s study (2006) was used in English and Turkish to elicit the compliment and compliment response data in the given languages. The data analysis was carried out according to two different coding schemas. The compliment strategy framework, used to analyze compliment strategies, consisted of two macro levels as direct compliments and indirect compliments and subcategories. The second framework that was used to analyze responses to compliments yielded three main categories as Accept compliments, Reject compliments, Deflect/ Evade compliments and their sub-categories. The results of the study implied that there was a sign of negative pragmatic transfer from L1 Turkish to L2 English in Accompanied by Explanations compliment strategy at the level of direct compliments and the results also suggested that Turkish EFL learners transferred the use of Deflect/ Evade compliment response strategy especially in the sub-category of Explanation from their L1 to their L2 English. © 2020 JLLS and the Authors Published by JLLS.

Introduction
Speech acts, which refer to functions or actions of utterances in language (Austin, 1962), have attracted a considerable amount of attention among researchers and have constituted the core of the research carried out within the field of interlanguage pragmatics. Interlanguage pragmatics is concerned with how non-native speakers use and acquire second language (L2) pragmatic knowledge (Kasper, 1992). This is very crucial because L2 learning is a complex process and there are a lot of aspects of a language that second language learners (L2) need to learn. One of them is apparently pragmatic knowledge, which is a challenging area for L2 learners as they are mostly not aware of this aspect of language. L2 learners also may not be conscious of the possible negative effects of pragmatic failure 1 like misunderstandings that could occur due to the lack of this knowledge (Gass, 2013). Each language and culture have their own pragmatic norms. L2 learners in English as a foreign language (EFL) context are not exposed to L2 input in their daily life, which makes it harder for them to use speech acts like compliment and compliment response strategies appropriately in their L2. Therefore, they need to pay extra attention to the target pragmatic norms of the target culture and language accordingly when learning L2, otherwise communication breakdowns might occur between the speakers. L2 learners might face "pragmatic failure" owing to the pragmatic transfer issue as L2 learners show a tendency to transfer the pragmatic aspects of their native language to their L2 (Kasper, 1992;Thomas, 1983). Pragmatic transfer is a term to define this phenomenon. That is to say, it can be described as "the influence exerted learners' pragmatic knowledge of languages and cultures other than L2 on their comprehension, production and learning of L2 pragmatic information" (Kasper, 1992, p. 207). Positive transfer occurs where L1 and L2 have parallel features, and negative transfer may occur where L1 and L2 have contrasting properties. The negative transfer is more critical for the present study because of its inhibitive effects in adopting the target pragmatic norms.
Speech acts can be performed quite differently across different cultures. Using more interrogative and conditional forms in English compared with Polish can be just a tiny example of how the use of speech acts differs from language to language (Wierzbicka, 1985). These differences could lead to a considerable amount of difficulty for L2 learners (Han, 1992). For instance, a recent study carried out by Karagöz and İşisağ (2019) suggests that Turkish EFL students seem to have problems with requesting of a higher-status person appropriately in terms of the level of indirectness in English. Such situations may cause misunderstandings for EFL learners during their communication in L2.
Compliments are studied within this respect for this study. Holmes (1988, p. 446) defines a compliment as, "a speech act which explicitly or implicitly attributes credit to someone other than the speaker, usually the person addressed, for some 'good' (possession, characteristic, skill etc.) which is positively valued by the speaker and the hearer". Compliments produced in a particular language seem to reflect sociocultural values of that culture and learning to compliment and respond to compliments in accordance with the target culture can provide L2 learners with chances to be in more meaningful social interaction with native speakers (Billmyer, 1990).
Few studies (e.g. Varol, 2015) have so far studied pragmatic transfer in complimenting or responding to complimenting for L1 Turkish L2 English learners. Although Varol (2015) investigated whether there was a pragmatic transfer from learners' L1 Turkish to their L2 English in responding to compliments, her study was limited to learners' responses to compliments on a written discourse completion test (DCT). Moreover, generally studies (Istifçi, 2017;Tüzün, 2003;Varol, 2015) focused on responses to compliments rather than compliments themselves. The occurrence of negative pragmatic transfer in L2 learners' speech acts may cause communication breakdowns in their L2. Their utterances can even be perceived as impolite when they are not parallel with the pragmatic norms of L2. For this reason, the present study aims to figure out whether Turkish EFL learners of high proficiency transfer their L1 Turkish pragmatic norms to their L2 English compliments and responses to compliments.

Literature review
It is plausible to trace the roots of compliments to Austin's Speech Act Theory (1962). According to Austin, compliments belong to the "behabitives" category of speech acts. This category is used to describe "the notion of reaction to other people's behavior and fortunes and of attitudes and expressions of attitudes to someone else's past conduct or imminent conduct" (Austin, 1962, p. 159). Research has shown that compliments have different functions (Herbert, 1989;Holmes, 1988). One of the most obvious functions of them is to enhance solidarity between the complimenter and the addressee (Holmes, 1988). When a compliment is given, the complimenter expects a response to his/her compliment in return. Pomerant (1978), who was one of the first to study compliment responses, suggests that complimentees are generally confronted with a dilemma of either accepting the compliment or avoiding self-praise. Compliment responses tend to occur as second assessments that are constructed to agree or disagree with the prior compliments.
Complimenting is a complex behavior as it has many facets to consider. Based on Brown and Levinson's analysis of politeness (1987), Holmes suggests that compliments and responses to compliments can be perceived as face-threatening acts. That is, complimenting can threaten the addressee's negative face, and compliment responses can threaten the complimenter's positive face. Compliments can indicate " some desire of S (speaker) toward H (hearer) or H's goods giving H reason to think that he may have to take action to protect the object of S's desire, or give it to S" ( Brown & Levinson, 1987, p. 66). In other words, the speaker may envy the addressee or would like to possess something that belongs to the addressee (Holmes, 1988). Similarly, accepting compliments can threaten the speaker's face as he or she may feel a need to downgrade the thing that the hearer complimented or may feel obligated to return the hearer's compliment (Brown & Levinson, 1987). That's to say, this requires L2 learners to be careful in their use of compliments and responses to compliments in L2 to avoid such threats and to make better use of the functions of compliments in L2 appropriately. To date, there have been many studies that compare compliments and compliment responses across different languages (Billmyer, 1990;Cheng, 2011;Golato, 2002;Lorenzo-Dus, 2001;Saito & Beecken, 1997;Yu, 2005). Han (1992) investigated how Korean females responded to compliments in English and Korean interactions. Fieldnotes and interviews were employed to collect the data. In her study, it was observed that Korean females responded to compliments differently in Korean and English. Korean females tended to accept compliments in English interactions and reject or deflect them in Korean interactions. In her study there was little evidence that indicated pragmatic transfer. Likewise, Golato (2002) did a research study by comparing German and American compliment responses. She used conversational analysis as the methodological framework. Golato (2002) found out that "while rejections and turns containing certain agreement and disagreement features are constructed similarly in German and American English, it is in agreement sequences that the two languages differ" (p. 547).
There have been several studies investigating compliment responses of Turkish EFL learners (İstifci, 2017;Varol, 2015). İstifçi (2017) compared Turkish and Chinese EFL learners' compliment responses using a DCT. Varol (2015), as mentioned earlier, carried out a study in order to investigate whether Turkish EFL students of pre-intermediate and advanced proficiency levels in English transfer pragmatic aspects from L1 Turkish to L2 English in their compliment response strategies. In her study, the data were collected from three groups as native speakers of both Turkish and English in addition to Turkish EFL students through a written DCT. The findings of Varol's study (2015) revealed that all the groups mostly preferred accepting and deflecting strategies. There were indications of both positive and negative transfer in the English compliment responses of Turkish EFL learners. While the signs of positive transfer were mostly observed in their preference for accepting and deflecting strategies, the traces of negative transfer were seen particularly in the use of returning strategy, pointing to the excessive use of L1-like expressions and the literal transfer of them. This study differs from her study methodologically as the current study uses role play for data collection. Apart from these, it is worth mentioning Dörtkulak's (2017) study in which she carried out a contrastive corpus-driven study and analyzed Turkish and American people's compliments and responses to compliments on Facebook. Her study pointed to cultural elements peculiar to Turkish culture in compliment responses of Turkish people.
. Tuba Karagöz Dilek / Journal of Language and Linguistic Studies, 16(3) (2020) 1264-1281 1267 The literature on compliments in Turkish is rather scarce (Dörtkulak, 2017;Ruhi, 2006;Şakırgil & Çubukçu, 2013;Varol, 2015), which is a hindrance to understanding L1 pragmatic norms and their effects on L2 learning in complimenting behavior. Within this respect, current study aims to examine both compliments and responses to compliments of Turkish EFL learners, using open role plays in both English and Turkish to collect data, distinguishing it from the previous studies on compliments in Turkish and many cross-cultural studies.

Research questions
Accordingly, the research questions which motivated this study and sub-questions of them are as follows:

Participants
Six Turkish EFL students participated in the study in 2017. They were senior undergraduate students studying in the ELT Program at a state university in Turkey. None of the participants studied or traveled abroad according to their self-reports. They had spent a mean length of 12 years of learning English by the time the data were collected. There were 1 male and five female participants in the study and their ages ranged between 20 and 22 years with an average of 20.83 years. The students had taken two linguistic courses in which they were familiar to pragmatics so far.
The choice of senior ELT students for this study was deliberate for two reasons. Firstly, they were chosen because they were assumed to be advanced level students in English. Sampling of a lowerproficiency group in English might inhibit the observance of possible pragmatic transfer due to their lack of proficiency in verbalizing their utterances. Secondly, it was more convenient for the researcher to work with this group. In other words, convenient sampling was adopted for the current study. Lastly, it should be noted that the participants volunteered for the study.

Instrument(s)
The data were collected through an open role play, an adapted version of the one prepared by Tran (2006). Role plays can be described as "simulations of social interaction" in which participants are assigned roles for given situations (Tran, 2006, p. 3). According to Kasper and Dahl (1991), the use of open role plays provides researchers with the opportunities to examine speech act utterances, by considering all their discourse features. In addition, Kasper and Dahl suggested that open role plays provide more naturalistic data when compared to other types of elicited data like discourse completion data. For these reasons, an open role play was used for this study. However, it is essential to acknowledge that there are some disadvantages of using role plays, too. One of them is that role plays are timeconsuming since researchers need to transcribe the role-play data (Kasper & Dahl, 1991).
The topics used for complimenting in the original role-play are achievement (performing a presentation), possession (a new car), appearance and clothing (Tran, 2006). The same role play was held both in Turkish and English for the current study. Therefore, the original role play was translated into Turkish by the researcher and the appropriateness of the translated version was checked by two experts (a professor in ELT program and a PhD student in ELT). A pilot study of role-play in its Turkish version was carried out with two senior ELT students. Since the second part of the role play (complimenting on appearance and clothing) did not seem to be efficient in eliciting natural data of complimenting within Turkish context, the researcher decided to specify the relevant cases of compliments ( hairstyle/ haircut under the category of appearance and dress/ suit for clothing) rather than using 'appearance' and 'clothing' in general terms.

Data collection procedures
The data were collected through an open role-play method, as was mentioned before. In an open role play, the initial situations are defined along with the role of each actor involved on a role card. Nevertheless, how the interaction will go on or how it will result is not specified (Kasper, 1999). In the present study, three pairs (6 university students) took part in the study. Participants firstly performed the role play in Turkish. The role play was carried out with each pair one by one. The students in each pair were divided into two as Student A and Student B, and they were provided with cards that included the descriptions of the situations and their roles (please see Appendix B). There were two scenarios, each including two compliment situations. Student B was asked to initiate the conversation in both scenarios. That is, Student B was expected to produce compliments, and Student A was expected to respond to compliments produced by Student B in each turn. It took each pair approximately 5 minutes to complete the role play. Finally, it is worth noting that the whole role-play process was audiotaped by the researcher. Please see appendices for the situations used for Student A and Student B in two languages.
The same role play process was carried out in English with the same students one week later. The same students were required to be the same type of students in the second role play, as well. In other words, if a student was given the role of Student A in the previous role-play, then he/ she was assigned the same role in the English role-play, too. In this way, we could obtain the data set of the same students either in compliments or responses to compliments both in Turkish and English.

Data analysis
Two different data sets were obtained in both Turkish and English through role plays for this study. The role play data were transcribed by the researcher and analyzed qualitatively for this study. Two different coding schemas were adopted as the study looked at two different speech acts. The first coding schema was developed to analyze the compliment strategies based the three different coding schemas used in the studies of Yuan (2002), Yu (2005) and Lin et al. (2012). The adapted Compliment strategy framework consisted of two macro levels as direct compliments and indirect compliments and their subcategories.
The second coding schema used for the study was adapted from Pomerantz (1978), Holmes (1988) and Cheng (2011) to analyze the compliment responses. The adapted framework consisted of three main categories as Accept compliments, Reject compliments, Deflect/ Evade compliments and their subcategories as can be seen in the following sections.
The data both in Turkish and English were coded to account for the similarities and differences in the use of strategies in each language by the participants, and to see whether there is any evidence of pragmatic transfer from Turkish to English in the compliment and response to compliment strategies of Turkish EFL students. The frequency and percentage calculations were held for each category and it is worth noting here that an utterance or utterance unit in one single speaker's turn was categorized as one strategy both for compliments and responses to compliments for the present study.
Due to the time constraints of available coders, only 25 % of the compliment data in English and 24 % of the response to compliment data in English were coded by a second coder (PhD Student in ELT Program) for the reliability of the coding. The inter-coder reliability was calculated using Miles and Huberman (1994)'s reliability formula as given below: Reliability = number of agreements (same coding) / total codes (agreement plus disagreements). (Miles & Huberman, 1994).
Accordingly, the reliability between the coders was reported as 0.71 for the compliment strategies in English and similarly, the inter-coder reliability was calculated as 0.85 for responses to compliments in English. In addition, the opinion of a lecturer who has a PhD degree in Turkish Language and Literature was taken regarding the appropriateness of the examples that the researcher determined as having pragmatic transfer from the data.

Compliment strategies in Turkish and in English
With respect to the 1 st research question and the sub-questions of the study, compliment strategies of Turkish EFL learners were investigated both in Turkish and in English through the use of role plays carried out in these two languages. Two macro levels were determined as direct and indirect compliment strategies, consisting of various sub-categories. Table 1 shows the classification compliment strategies produced by Turkish EFL learners in the Turkish role play and Table 2 includes the categorization of the compliment strategies used by the same participants in English version of the role play. It is possible to see the categories of compliment strategies used by the participants in English and related examples in Table 2. As can be noticed, English compliment strategies of the Turkish EFL students consist of two main categories, which are direct compliments and indirect compliments as in Turkish.

Accompanied by Explanations
I think your pictures and your presentation was perfect because you were so fluent (C2) And I love the color of your car. I love blue so much (C2). Yes, it looks different, but it is a nice difference (C3)

Accompanied by Assumption
And I like your jacket also. I think it is really expensive one (C1).

Unbound Assumption
And I think you very well prepared for the presentation (C1)

Unbound Wishing
Yes, good luck with your car and I hope you wouldn't have any accidents (C1).

Indicating Reference
And also the teacher made good compliments about you (C3) The compliment strategies coded in Turkish and some examples equated with them are given in Table  1. Similarly, Table 2 presents the compliment strategies and some examples from the English role-play data. An examination of the examples indicates many parallel structures in Turkish and English by the same complimenter. The same participants adhere to their preferences in Turkish in their use of compliment strategies in English. There is clear evidence of negative pragmatic transfer in some cases. For instance, C1 compliments on R1's new car by offering wishes from Turkish socio-pragmatic norms. In Turkish role-play, he says "Ayrıca yeni arabanı çok beğendim umarım kazasız belasız sürersin." Likewise, he transfers this to L2 and says "Yes, good luck with your car and I hope you wouldn't have any accidents", which does not seem to reflect L2 pragmatic norms. C3 says "That hair fits you so much. It looks adorable I think." when complimenting R3's new hair style. The first part of the utterance seems to include pragmatic transfer from L1 as C3 probably meant "yakışmak" (suit), which is not a frequent preference to use in L2. Table 3 shows the frequency and percentages of the compliments produced by Turkish EFL learners in their Turkish role play. It is possible to look at the frequency and percentages of the compliments produced by Turkish EFL learners in their English role play in Table 4. As can be seen in Table 3 and Table 4, participants preferred direct complimenting in both Turkish (% 82.35) and English (% 89.28). It is apparent that they used it more in English with a slight difference of percentage. Unbound explicit compliments were the most preferred strategies in both languages, (% 41. 18 for Turkish; % 64.28 for English) followed by Accompanied by explanation in the second rank for both data. Indirect compliments comprised the percentage of 11.26 for Turkish compliments while they occurred with a percentage of 10.71 in English as can be seen in the tables. In addition, as shown in the given tables, the learners employed different types in English and Turkish. Three of them were the same compliment strategy types preferred in both languages as can be seen in the following tables. Wıth respect to the first research question that addresses the pragmatic transfer issue in the Turkish EFL learners' compliment strategies, it is only possible to suggest that there is a sign of pragmatic transfer from L1 Turkish to L2 English in Accompanied by Explanations compliment strategy at the level of direct compliments when we look at the frequency and percentage calculations of compliment strategies in the tables. Table 5 includes the classification the response to compliment strategies that emerged in Turkish role play while Table 6 presents the response to compliment strategies in English.

Shifting credit
Teşekkür ederim babam sağolsun (R2) Note: R stands for respondent. Table 6 shows the compliment responses of Turkish EFL learners given to their pairs' compliments in English role play. Three main categories emerged in relation to the compliment responses of the participants in their L2 English, which was the case in their L1. However, it is worth noting that the subcategories of compliment responses of the participants varied to some degree in their L1 and L2, which is clear in both tables. Three main categories were determined as ACCEPT, REJECT and DEFLECT/ EVADE in both data consisting of sub-categorizations of responses to compliments. Examples from the data can be seen regarding response to compliment strategies in Turkish in Table 5 and examples from the English role play data regarding response to compliments are given in Table 6. Parallel structures can be observed in these data sets, as well. For instance, the two instances of disagreements belong to R3 both in Turkish response to compliments and the English ones. There are some clear signs of negative pragmatic transfer in some of the examples. For instance, when C2 compliments on R2's appearance, she replies as "Thank you because it is the eyes that looking beautiful to me". She probably meant to say "o senin bakışının güzelliği", a common expression used by women in response to compliments on their appearance in Turkey. That's to say, R2 used Turkish cultural features in her utterances when returning compliments to the complimenter in English, which might not be acceptable or understandable in the target pragmatic norms. Table 8 shows the frequency and percentages of responses given by the participants to the compliments of their interlocutors in Turkish. You can see the frequency and percentages of responses given by the participants to the compliments of their interlocutors in their L2 English in Table 9. Looking at the frequency and percentages of compliment response strategies, it may be easier to trace the signs of pragmatic transfer in Turkish EFL learners' compliment response strategies. Deflect-Evade strategies were the most frequently used in both Turkish with a percentage of 64. 71 and in English with a percentage of 50.00. The second most preferred response to compliment strategy was Accept for both data. Yet, it emerged with a greater percentage in English (42.31) than in Turkish data (% 23.53). There were only two instances of Reject category in both languages, as can be seen in Table 8 and Table 9. Moreover, looking at the frequency and percentage calculations of the compliment strategies used in Turkish and English, it is plausible to claim that there is some evidence of pragmatic transfer from L1 Turkish to L2 English in Deflect/ Evade response to compliment strategy especially in the sub-category of explanation in response to the second research question of this study.

Discussion
The findings of the present study showed that direct compliments were the most preferred compliment strategy by Turkish EFL learners in Turkish and English and they made use of very few cases of indirect compliments in both languages. However, the findings indicated that the indirect compliment strategies used by Turkish EFL in Turkish learners outnumbered those produced in English by the same speakers. The presence of both direct and indirect compliment strategies in L1 Turkish and L2 English for Turkish EFL learners is in line with the findings of Yu (2005)'s ethnographic study, which revealed that the use of both direct and indirect compliments was observed in Chinese and English, thereby pointing to "the cross-linguistic validity" of these two strategies (Yu, 2005, p. 113). Likewise, these findings are in line with Lin et al. (2012)'s study, which found that Taiwanese Chinese and Mainland Chinese students preferred explicitness, directness in a sense for our study, in their use of complimenting strategies.
Similarly, in Yu (2005)'s study, indirect compliments strategies were used more by Chinese than American English speakers. The use of more directness in L2 English with even with a slight difference than in Turkish as desired by American English speakers implies that the participants of the present study might have acquired the target L2 pragmatic norms. However, it is worth noting here that none of the participants in this study have been abroad according to their self-reports. Therefore, this might be attributed to L2 classroom instruction and pragmatic courses that they have taken at university or it may be related to the out-of-class activities these students are involved in. With the introduction of technology into human life and with the increasing globalization, it seems reasonable to claim people are more exposed to English than before. English as being the lingua franca is seen prevalently in many different parts of people's lives. That is to say, it is possible to state that L2 learners are more and more in contact with both native speakers of English and other non-native speakers of English. Similarly, L2 learners like other people have the opportunity to watch many movies or tv series or shows in English via internet, which might have a considerable amount of impact on their pragmatic competence, including how to compliment somebody in English and how to respond to compliments in English.
The findings of the present study also suggest that there is a sign of negative pragmatic transfer from L1 Turkish to L2 English in Accompanied by Explanations compliment strategy at the level of direct compliments. They use explicit compliments followed with explanations very frequently in Turkish and the same tendency is observed in English. The participants also used features that reflect Turkish culture in their English compliments. That's to say, there were clear examples of negative pragmatic transfer from Turkish to English in Turkish EFL learners' compliments in English. As they use the aforementioned strategy more frequently in Turkish than in English, it can be assumed that they have transferred this pragmatic norm from L1 Turkish to L2 English. The use of explanations in explicit compliments might be related to the fact that their interlocutors often want to be confirmed about the compliments that they take, which is clear in their confirmation questions. In other words, the complimenters might have attempted to (re)assure their interlocutors about their positive aspects.
Wıth respect to the second research question of the present study, which is about compliment response strategies of Turkish EFL learners in their L1Turkish and L2 English, three main categories were determined as accepting compliments, rejecting compliments and deflecting/evading compliments in both data. Deflect-Evade strategies were the most common strategies in the two data sets with a higher frequency in L1, unlike what is indicated in Varol (2015)'s study. She found that accepting compliments was the most preferred strategy adopted by Turkish EFL learners and native speakers of English, as well. This discrepancy can be explained by the use of different research instruments for the two studies. Varol (2015) collected the data through a DCT, yet I preferred to use open role plays to elicit more natural data. Moreover, the greatest use of Deflect and Evade strategies by Turkish EFL learners might be related to their putative low self-evaluations of the credibility of the compliments they received. This can also be explained by the view that compliments are face threatening acts both for both interlocutors (Holmes, 1988) and the receiver might have attempted to show modesty in a sense to avoid the threats involved.
In the present study, the second most preferred compliment response strategy was Accept for both in English and in Turkish by the participants. It emerged with a greater frequency in English than in Turkish data, but not at a satisfactory level because generally the studies indicate that American English speakers show a tendency to accept compliments in most cases (Pomerantz, 1978;Saito & Beecken, 1997). In this study, accepting compliments was not EFL learners' first choice in English. Turkish EFL learners preferred to use Deflect/Evade strategies more than the other compliment response strategies both in English and Turkish. Looking at the quantitative analysis of the compliment responses, it can be proposed that Turkish EFL learners have transferred Deflect/Evade strategy especially in the subcategory of Explanation from their L1 to their interlanguage. This claim can be supported by the results of Saito and Beecken's study (1997). According to their study, American learners of Japanese transferred nonuse of "avoidance" strategies from their L1 English into their L2 Japanese. In other words, using Deflect/ Evade strategies is not deemed as desirable or preferable in English, the model behavior would be to accept the compliments (Pomerantz, 1978). In the present study, Accept strategy was the second most frequent compliment response strategy and it occurred with a greater percentage in L2 English than in Turkish data, yet not at a satisfactory level apparently.
A detailed analysis of the qualitative data reveals a sign of negative transfer in the compliment responses produced by Turkish EFL learners in their L2 English as they sometimes used Turkish cultural features in their responses to English compliments, especially when returning compliments to their interlocutors, which does not seem to be parallel with the L2 pragmatic norms. Dörtkulak (2017) found that Turkish people used cultural elements peculiar to Turkish culture in their compliment responses in Turkish. Apparently, Turkish EFL learners transfer these elements to their L2 English without considering whether they are appropriate or understandable in L2 or not.

Conclusion
The present study aimed to look at the compliment strategies and compliment response strategies used by Turkish EFL learners in L1 Turkish and L2 English and, to see whether there is evidence of pragmatic transfer (negative) from Turkish to their interlanguage in those strategies. For this purpose, a role play in Turkish and English was carried out for the same participants one week apart as the data collection techniques. This study yielded the following results: Firstly, Turkish EFL students preferred to use direct compliments more both in Turkish and L2 English with a higher percentage in English as often desired in American English. Indirect strategies were rarely used in both data. The participants made use of a wide range of sub-categories in their compliment strategies, some of which change according to the language they use. Yet, there are many observable parallel structures between the Turkish compliment strategies and L2 English compliment strategies on an individualistic basis. There are even some cases of literal transfer of some idiomatic expressions, thus indicating the L1 as the reference point at least to some extent.
Secondly, the study suggested that there is sign of negative pragmatic transfer from L1 Turkish to L2 English in Accompanied by Explanations compliment strategy at the level of direct compliments. That is to say, they tend to overuse explicit compliments followed by explanations in their L2 as it is the tendency in their L1. Thirdly, three main categories were determined as accepting compliments, rejecting compliments and deflecting/evading compliments in both data regarding the compliment response strategies of Turkish EFL learners in their L1Turkish and L2 English. Deflect-Evade strategies were the most frequently used strategies in the two data sets with a higher frequency in L1. This does not reflect the common pragmatic norm in American English, in which accepting compliments is a greater tendency. Therefore, the study proposes that Turkish EFL learners have transferred the use of Deflect/ Evade strategy especially in the sub-category of Explanation from their L1 to their interlanguage, which points to traces of negative pragmatic transfer. Then, the second most preferred response to compliment strategy was Accept for both data. It emerged with a greater frequency in English than in Turkish data, yet not at a satisfactory level. In other words, they are more inclined to accept the compliments in English than in Turkish, but it is not their favorite one unlike the tendency in the target community. There were also some instances in which Turkish EFL learners transferred Turkish cultural features to their English utterances when returning compliments in English. Lastly, Turkish EFL learners tended to reject compliments only in two cases for this study.
This study has contributed to our understanding of the compliments and response to compliment strategies used by Turkish EFL learners both in Turkish and English. It has also enabled to trace the signs of negative pragmatic transfer occurring from Turkish to L2 English in their complimenting speech act.

Implications and suggestions
The findings of the present study have some educational implications for L2 learning and teaching. The analysis of the data revealed that there was a sign of negative pragmatic transfer of the compliment strategy Accompanied by Explanation at the level of direct complimenting from L1 Turkish to L2 English. Secondly, there are signs of pragmatic transfer in the use of Deflect/ Evade response to compliment strategy, especially at the Explanation sub-category from L1 to L2. In addition, Turkish EFL learners transferred (negative transfer) Turkish idiomatic expressions to their English while returning compliments in English in some cases. These may be related to lack of enough exposure to L2 or lack of instruction on the relevant speech acts in the classroom. In addition, although the Turkish EFL learners are more inclined to accept compliments in English than in Turkish, it is the second most preferred compliment response strategy unlike the greater tendency for American English speakers, referred in the literature. L2 learners should be able to use compliment strategies appropriately in L2 and respond to them in line with the target socio-pragmatic norms to communicate effectively and avoid misunderstandings or pragmatic failure. Therefore, L2 teachers should provide the students with the information regarding the differences between the L1 and L2 pragmatic norms and design activities that may reflect the target pragmatic norms. The teachers can also benefit from different settings or scenarios like the ones used in this study. This study used the role play as a research instrument to collect data, but teachers can make use of such role plays or some drama activities as classroom activities while teaching speech acts like compliments to students. L2 Learners in EFL context should be encouraged to make use of technology with the purpose of increasing their familiarity with the target L2 pragmatic norms in mind. For instance, L2 learners can be encouraged to watch movies and series in English so that they can understand the pragmatic norms of L2 culture.
The study has focused on two speech acts, compliments and responses to compliments, produced by a limited number of participants. Further research might use a larger sample and include the native speakers of English. Future research could also expand the scope of the study by involving different status-interlocutors. In addition, gender might be a very important variable in understanding the nature of compliments and responses to compliments. Therefore, further research could examine gender in the given speech acts.

Ethics Committee Approval
The author(s) confirm(s) that the study does not need ethics committee approval according to the research integrity rules in their country (Date of Confirmation: August 18, 2020).

Tuba Karagöz
Dilek is currently doing her PhD at Gazi University. She studied English Linguistics at Hacettepe University and did her Master's degree at Gazi University. Her research interests include emotional intelligence, speech acts, and metaphors.