Situation 17: Taking scattered papers +S, -I, =F Situation 18: Giving a paper +S, -I, +F
address the classmate.
393
In contrast, more than half of AEs simply express thanking in the sub
category of using the word ‗thank‘ when they get the sugar.
394
There are only two AEs who use the other strategies, besides thanking strategy, in conveying their expressions of gratitude in responding to situation 16.
One Indian and Caucasian AE is the only AE who ends his gratitude by
endearment term ‗man‘ after he expresses thanking strategy: ―Thanks man.‖
395
Similar to INs, in accompanying their use of thanking strategy, more than half of ELs use alerter in the subcategory of name to address the classmate.
396
After taking the sugar, one Buginese EL expresses thanking and addresses the classmate
by mentioning his name: ―Thank you very much, Ron.‖
397
17. Situation 17: Taking scattered papers +S, -I, =F
In this situation, every expression of gratitude is made by a person in higher-status senior student to a person in a lower-status junior student as
response to the high-imposition favor. Situated as a senior student, every participant is asked to give response to a junior student, whom the senior does not
know at all, for taking the scattered papers of the senior student. After getting the papers back, what is commonly expressed by all AEs, INs, and ELs to the
freshman is thanking strategy.
398
In this situation, thanking is the only strategy which is used by more than half of AEs, INs, and ELs. In responding to this
393
Table 5.16 IN 1-2, and 4-8 Appendix 5
394
Table 5.16 AE 2-9 Appendix 5
395
Table 5.16 AE 1 Appendix 5
396
Table 5.16 EL 1-3, 6-8, and 10 Appendix 5
397
Table 5.16 EL 2 Appendix 5
398
Table 5.17 AE 1-10, IN 1-10, and EL 1-10 Appendix 5
situation, coming from ethnic groups and states in the US, more than half of AEs simply express thanking strategy to the freshman.
399
Three AEs use the other strategies to accompany thanking strategy.
400
One Indian and Caucasian AE addresses the freshman with endearment term and states
his appreciation to the favor after he expresses thanking strategy: ―Thanks man. I appreciate it.
‖
401
Similar to AEs, coming from ethnic groups and states in Indonesia, more than half of INs simply express thanking strategy.
402
Four INs use the other strategies to complete thanking strategy.
403
Similar to AEs and INs, more than half of ELs simply express thanking strategy to the freshman.
404
18. Situation 18: Giving a paper +S, -I, +F
In this situation, every expression of gratitude is made by a person in higher-status senior student to a person in a lower-status junior student as
response to the high-imposition favor. Situated as a senior student, every participant is asked to give response to a junior student, whom the senior knows
very well, for giving a paper. After getting the paper, what is commonly expressed by more than half of AEs, INs, and ELs to the junior student is thanking strategy
by using the word ‗thank‘.
405
In accompanying thanking strategy, more than half of INs use at least one alerter strategy in the subcategory of name to address the
399
Table 5.17 AE 2, and 4-9 Appendix 5
400
Table 5.17 AE 1, 3, and 10 Appendix 5
401
Table 5.17 AE 1 Appendix 5
402
Table 5.17 IN 2-3, 5, 8-10 Appendix 5
403
Table 5.17 IN 1, 4, 6-7 Appendix 5
404
Table 5.17 EL 1 and 5-9 Appendix 5
405
Table 5.18 AE 1-10, IN 1-10, and EL 1-10 Appendix 5
junior student.
406
In contrast, more than half of AEs simply express thanking strategy to the junior student.
407
In this case, similar to INs, in accompanying the use of thanking strategy, more than half of ELs use at least one alerter strategy in
the subcategory of name to address the junior student.
408