How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make us...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Rieger, Caroline L. [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2018 |
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| Schlagwörter: |
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| Umfang: |
41 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: Intercultural pragmatics - Berlin : de Gruyter, 2004, 15(2018), 5 vom: 30. Nov., Seite 651-691 |
| Übergeordnetes Werk: |
volume:15 ; year:2018 ; number:5 ; day:30 ; month:11 ; pages:651-691 ; extent:41 |
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| DOI / URN: |
10.1515/ip-2018-0023 |
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NLEJ24803412X |
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| 520 | |a This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. | ||
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10.1515/ip-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ24803412X DE-627 ger DE-627 rakwb Rieger, Caroline L. verfasserin aut How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness De Gruyter 2018 41 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. Walter de Gruyter Online Zeitschriften L2 politeness teaching L2 impoliteness teaching L2 pragmatics intercultural interaction relational work German Enthalten in Intercultural pragmatics Berlin : de Gruyter, 2004 15(2018), 5 vom: 30. Nov., Seite 651-691 (DE-627)NLEJ248235869 (DE-600)2159617-7 1613-365X nnns volume:15 year:2018 number:5 day:30 month:11 pages:651-691 extent:41 https://doi.org/10.1515/ip-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 15 2018 5 30 11 651-691 41 |
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10.1515/ip-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ24803412X DE-627 ger DE-627 rakwb Rieger, Caroline L. verfasserin aut How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness De Gruyter 2018 41 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. Walter de Gruyter Online Zeitschriften L2 politeness teaching L2 impoliteness teaching L2 pragmatics intercultural interaction relational work German Enthalten in Intercultural pragmatics Berlin : de Gruyter, 2004 15(2018), 5 vom: 30. Nov., Seite 651-691 (DE-627)NLEJ248235869 (DE-600)2159617-7 1613-365X nnns volume:15 year:2018 number:5 day:30 month:11 pages:651-691 extent:41 https://doi.org/10.1515/ip-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 15 2018 5 30 11 651-691 41 |
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10.1515/ip-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ24803412X DE-627 ger DE-627 rakwb Rieger, Caroline L. verfasserin aut How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness De Gruyter 2018 41 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. Walter de Gruyter Online Zeitschriften L2 politeness teaching L2 impoliteness teaching L2 pragmatics intercultural interaction relational work German Enthalten in Intercultural pragmatics Berlin : de Gruyter, 2004 15(2018), 5 vom: 30. Nov., Seite 651-691 (DE-627)NLEJ248235869 (DE-600)2159617-7 1613-365X nnns volume:15 year:2018 number:5 day:30 month:11 pages:651-691 extent:41 https://doi.org/10.1515/ip-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 15 2018 5 30 11 651-691 41 |
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10.1515/ip-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ24803412X DE-627 ger DE-627 rakwb Rieger, Caroline L. verfasserin aut How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness De Gruyter 2018 41 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. Walter de Gruyter Online Zeitschriften L2 politeness teaching L2 impoliteness teaching L2 pragmatics intercultural interaction relational work German Enthalten in Intercultural pragmatics Berlin : de Gruyter, 2004 15(2018), 5 vom: 30. Nov., Seite 651-691 (DE-627)NLEJ248235869 (DE-600)2159617-7 1613-365X nnns volume:15 year:2018 number:5 day:30 month:11 pages:651-691 extent:41 https://doi.org/10.1515/ip-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 15 2018 5 30 11 651-691 41 |
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How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness |
| abstract |
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. |
| abstractGer |
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. |
| abstract_unstemmed |
This article argues for frequent targeted teaching of relational language use or (im)politeness in the L2 classroom. The approach presented here draws on authentic data in the target language and in the language of instruction, which are readily available online. It encourages the learner to make use of their multilingual resources and is exploratory in nature, allowing for a deep engagement with (im)politeness, viz., an extensive array of semiotic features invested in the co-construction of social relations in every social interaction. Working at the interface of (im)politeness studies, intercultural pragmatics, interlanguage pragmatics, and language pedagogy, and undertaken from the perspective of interpersonal pragmatics and relational work, the qualitative analysis focuses on the collaborative work products from participatory learning activities of intermediate to advanced learners of German at a large North-American university. Results show the learners’ raised awareness and broadened knowledge. In particular, learners became aware that what is judged as (im)polite is dependent on the relationship of the interactants, the gender of the interactants, the sociocultural background, norms, values, and believes of the interactants, the context of the interaction, the affiliations of the evaluator, the sociocultural background, norms, values, and believes of the evaluator, etc. Results also suggest that some of the learners need to develop their pragmalinguistic skills further to fully participate in the evaluation of pragmatically rich target language discourse. Additional studies are needed to explore the impact on the learners’ interactional competence. |
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How (not) to be rude: Facilitatingthe acquisition of L2 (im)politeness |
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