This chapter discusses aspects of Cameroon French pragmatics, with focus on gratitude expressions. The chapter presents the taxonomy of patterns employed by Cameroon French speakers to express their gratitude to friends, strangers, and superiors/professors. Cameroon French speakers are found to express their gratitude directly or indirectly using a wide range of linguistic and pragmatic strategies, and the expressions employed mostly occur in speech act sets, which generally involve combinations of direct and indirect gratitude expressions and supportive acts. The results also reveal the use of nominal address terms to modify the illocutionary force of gratitude expressions. Overall, the linguistic and pragmatic choices made by Cameroon French speakers vary according to degree of familiarity and power distance between the interlocutors. The study adds to a growing body of research on Cameroon French pragmatics.
Part of the book: Heritage
This study examines the production of offer refusals in native and non-native French. Data were obtained through written discourse completion tasks by a group of Canadian learners of French as a second language, a group of L1 French speakers, and a group of English native speakers. The aim was to compare offer refusal strategies in French L1, French L2, and English L1 and to locate traces of pragmatic transfer in L2 French refusal behavior. Significant differences were found between the French L1 speakers and the French L2 learners with respect to the use of direct refusals, indirect refusals, and adjuncts to refusals. For instance, it was found that the French L2 learners use a very limited repertoire of linguistic realizations to express the inability to accept offers. At the level of indirect refusals, the results reveal some similarities between the L2 French learners, the L1 French speakers, and the L1 English speakers: the three groups use reasons more often than any other strategy in their refusal utterances. Differences emerge, however, in the linguistic realization of this pragmatic category. Implications of the findings for L2 French pedagogy were also discussed.
Part of the book: Second Language Acquisition