Strategies in the Realization of Compliment: Insights from Punjabi-Speaking English Language Learners

Abstract

As effective social tools, compliments support the development of rapport, the reinforcement of constructive behavior, and the preservation of peaceful interpersonal relationships. Gaining proficiency in the pragmatic use of compliments is just as crucial to second language acquisition as mastering grammar, especially since pragmatic miscommunication can result in social misunderstandings. The interplay of the social expectations of the target language and the cultural norms of their home language shapes the complementing behavior of Punjabi-speaking English language learners. Expressive, detailed praises are generally valued in Punjabi culture, which frequently uses straightforward language to communicate warmth and affection. However, English may favor more controlled, context-sensitive, and formulaic complimenting patterns, particularly in Western situations. This article examines how Punjabi-speaking learners interpret English compliments, as well as the common strategies they employ, the challenges they encounter, and instances of pragmatic transfer from their mother tongue. According to the findings, Punjabi-speaking students are willing to offer flattering remarks, but they usually find it difficult to fit in with English-speaking norms. This can lead to overgeneralization, pragmatic mistakes, and perhaps unintentional social embarrassment. Improving learners' comprehension of cultural pragmatics and integrating pragmatic education into language learning could significantly boost communicative ability.

Key words: Compliments, Reinforcement, Pragmatic instruction, social expectations, Pragmatic Transfer