Cultural Perspectives on Compliment Responses: A Comparative Study of Thai Non-English Majors and Native English Speakers

Payung Cedar; Suwimol Jaiyote

doi:10.69650/jcdrhs.2026.1402

Authors

Payung Cedar Department of English, Faculty of Humanities, Naresuan University, Phitsanulok, Thailand
Suwimol Jaiyote Department of English, Faculty of Humanities, Naresuan University, Phitsanulok, Thailand

DOI:

https://doi.org/10.69650/jcdrhs.2026.1402

Keywords:

Compliment Responses, Compliment Response Strategies, Thai Non-Native English Learners, American Native English Speakers, Cross-Cultural Communication

Abstract

This study examines cross-cultural differences in the use of English-language Compliment Response (CR) strategies by Thai non-English majors and American native English speakers, aiming to deepen understanding of how cultural norms shape pragmatic behavior in English. Using an open-ended questionnaire eliciting responses to compliments on appearance, possessions, achievements, and abilities, the study integrates quantitative analysis of English CR categories with qualitative insights into participants’ emotional reactions. The results indicate that both groups most frequently employed Acceptance strategies, though Americans used them more consistently, whereas Thai participants displayed broader strategic variability, including Positive Elaboration and culturally motivated expressions of modesty. Significant linear trends emerged across compliment types, revealing systematic differences associated with cultural background in the use of English CRs. Qualitative findings further show that Thai students tended to interpret English compliments as encouragement and relational affirmation, while American participants often balanced appreciation with modesty, humor, or mild discomfort. These patterns highlight culturally embedded orientations toward face, affect, and interpersonal harmony in English communication. The findings contribute to research on intercultural pragmatics and suggest pedagogical implications for enhancing L2 learners’ socio-pragmatic competence in English, particularly within English courses for Thai university students.

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