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In this paper, on the basis of previous studies, selected Chinese university English learners and students in Chinese universities as American subjects, collecting questionnaires gestalt session, comparative studies, surveys native English speakers with Chinese universities English learners compliment response strategy usage. To facilitate the study, the researchers from the three levels of the subjects were grouped: native English speakers and English learners group group group of English learners and non-English majors, group, professional and non-professional interior has different levels of language learner groups (high level of professional groups, professional low-level group, a high level group of non-professional, non-professional low group). Through comparative studies, answer the following three research questions: 1. Chinese college English learners and native English speakers universities acknowledge the similarities and differences compliment what? 2 English learners and non-English majors, the choice of whether to compliment response strategies there are differences? If differences exist, whether obvious? 3. language level response strategy for the selection of compliment any impact? through from the three levels of analysis, the researchers further analyze the causes and aims to further improve English teaching to provide some useful insights . In this study, a total of seven chapters. The first chapter is the introduction, outlining the purpose and significance, research questions and thesis structure. The second chapter is the background, discuss theories relevant to the study and research, including speech act theory, politeness theory, pragmatic competence, interlanguage pragmatics, compliment response study abroad. Compliment responses in the final analysis is a speech act, speech acts and polite and are closely linked. So here is the first talk about Austin (1962), Searle (1972,1979) speech act theory and Leech (1983), Brown Levinson (1978,1987), Gu Yue State (1990, 1992) theory of politeness. In this study, comparative study of English learners and native English speakers, English learners and non-English majors, with different levels of language learners between the compliment response strategy usage is from one side of the English language learners with the ability to explore. Therefore, the paper explores followed interlanguage pragmatic competence and pragmatic theory. Finally, about the domestic and international research overview compliment responses as well as some research. The third chapter is the study of methods and processes, including research questions, subjects, research tools, corpus collection and classification. The study uses a session gestalt approach to questionnaire to collect. Subjects were Chinese-American college students and West China University majoring in English and non-English majors. The fourth chapter is discussed and analyzed. With SPSS (12.0) for analysis, answered three research questions. Found: English learners and native speakers of English to use receptive strategies caught up, and do not accept the type of avoidant strategies, followed by a request interpretation at least; but English learners due to the influence of Chinese culture, compliment response strategy selection and native English speakers there are differences (eg: learners using less than native speakers of receptive strategies, rather than native speakers request interpretation strategies). English and non-English majors, only in the selection of individual policies there are significant differences. With different levels of language learners compliment response strategies used there are also differences, language level to some extent affect the choice of compliment response strategies. The fifth chapter is in the fourth chapter analyzes based on the results, comparing the results to explore the similarities and differences between the factors behind. Pragmatic Transfer is one of the factors affecting; Factors two in English teaching. The sixth chapter is the study of English teaching. The study presented in English Teaching. Chapter VII is the study's conclusions and limitations. Summarizes the findings of the study and proposed the existence of limitations.
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