gratitude to their boss who eventually is situated to have large social distance and higher social power.
64
In contrast, in responding to similar situation, some Chinese and Japanese NNSs of English prefer to express some thanking strategies
as appropriate ways in their cultures to say thanks to their boss over the offer of salary increase. One Chinese NNSs of English expresses gratitude by showing
felling of undeserving the raise and promise to do self-improvement after using thanking: ―Thank you very much. But I think I have not done so well to get a
raise. Anyway, Id try to do better .‖
65
3. Manifestations of Pragmatic Transfer
According to Kasper, in the notion of pragmatic transfer, the outcome of either pragmatic transfer may be congruent or incongruent with L2.
66
Hence, she divides the manifestations of pragmatic transfer into positive and negative
transfer.
a. Positive Transfer
Positive transfer is a kind of ‗facilitation‘ from L1 and L2 which have similar language system; hence, the generalization of L1 pragmatic knowledge is
successfully transferred in L2 context.
67
Positive transfer occurs when the outcome of the transfer is positive, in which non-universal specific L1-based
pragmalinguistic or sociopragmatics knowledge being projected into L2 matches
64
Miriam Eisenstein and Jean W. Bodman 1986, op.cit., 171 .
65
Miriam Eisenstein and Jean Bodman 1993, op.cit., 74.
66
Gabriele Kasper 1992, op.cit. 209.
67
Ahmed Qadoury Abed 2011, op.cit. p. 167.
to the pragmatic perceptions and behaviors of L2 contexts.
68
Positive transfer occurs when the frequencies of a pragmatic feature are lack of statistically
significant differences.
69
Odlin states that, when the differences between L1 and L2 are few, language learners obtain an advantage since they potentially become
successful when communicating in L2 context.
70
Hence, positive transfer is able to lead learners to be successful in interacting in cross-cultural situation.
b. Negative Transfer
Negative transfer occurs when the outcome of the transfer is negative; L1- based pragmalinguistic or sociopragmatic knowledge which is transferred is
incongruent with L2 pragmalinguistic or sociopragmatic knowledge.
71
Negative transfer occurs when L1 and L2 do not have similar pragmatic knowledge, hence,
applying L1 pragmatic knowledge into L2 contexts result failures.
72
In Kasper and Blum-Kulka, Takahashi and Beebe, using descriptive method, find the evidence
of pragmatic transfer in which one alternative of not using any positive remark to soften the correction which is made for everyone is significantly used by NSs of
Japanese and then is paralleled by Japanese learners of English. The evidence of pragmatic transfer which is mentioned above is evident by
the fact that, in two given situations a professor correcting a student for mentioning wrong date, and; student correcting a professor for mentioning wrong
name of scholar, there are only less than half of NSs of Japanese and Japanese
68
Gabriele Kasper 1992, op.cit., p. 212.
69
Ibid. p. 223.
70
Terence Odlin 1989, op.cit., p.26.
71
Gabriele Kasper 1992, op.cit.,p. 213.
72
Ahmed Qadoury Abed 2011, op.cit., p. 167.
learners of English who use positive remark.
73
It is negatively transferred since NSs of American English significantly use the other alternative of using positive
remark in correcting to only someone who has lower-status level. It is evident by the fact that, in the situation in which professor correcting a student for
mentioning wrong date, more than half of NSs of American English soften their corrections with using any positive remark, whereas there is no one who uses
positive remark in the correction in the situation of student correcting the professor over mentioning wrong name of scholar.
74
4. Developmental Aspects as Non-Structural Factors of Pragmatic Transfer
