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Wolfson, N. (1981). Compliments in cross-cultural perspective. TESOL Quarterly, 15(2), 117–124. https://doi.org/10.2307/3586403 Yu, M. (2005). Sociolinguistic competence in the complimenting act of native Chinese and American English speakers: A mirror of cultural value. Language and Speech, 48(1), 91–119. https://doi.org/10.1177/00238309050480010501 Suggestions for further reading...
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Danziger. (2020). The pragmatics of flattery: The strategic use of solidarity-oriented actions. Journal of Pragmatics, 170, 413–425. https://doi.org/10.1016/j.pragma.2020.09.027
- The authors of this paper tried to define and dissect the nature of flattery by looking at L1 speakers of Hebrew in Israel. They collected two corpora: anecdotes people recounted about flattery they had personally experienced and information about flattery "events" gathered from an online database. An interesting feature of this research is how the authors categorize flattery (in general-- independent of the Israeli community studied) into three elements: insincere praise or compliments, the perception that flattery is manipulative, and participation roles in framing an action as flattery. The latter point is particularly interesting, as the authors argue observers play a key role in flattery events by "judging the worthiness of the addressee." It's unclear whether that is applicable across contexts and cultures, but it's interesting to consider.
Wojno, M. A. B. (1997). My life, my choices: Key issues for young adults. Paulist Press.
- This book presents issues faced by young adults from the student perspective, and includes a section on compliments (see pp. 163-170). The reflective journaling activities Wojno presents would be excellent classroom activities for teens as well as young adults, as the author asks young people to consider: How does a sincere compliment make you feel? How do you act toward a person who gives you a compliment? (I would add: "...and why?"!) Do you give compliments on a regular basis? Why or why not? ...and many more thought-provoking questions. As Herbert (1986) noted, the HOW and the WHY of extending and receiving compliments should always be explored, and Wojno's work will help learners do that through reflective activities that should be motivating for young adults, since they encourage exploration of identities (something adolescents typically enjoy doing!).