Relevant bibliographies by topics / Intercultural pragmatics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Intercultural pragmatics'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Intercultural pragmatics"

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Capone, Alessandro. "Intercultural Pragmatics." Australian Journal of Linguistics 34, no. 2 (April 2014): 293–301. http://dx.doi.org/10.1080/07268602.2014.884914.

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McConachy, Troy. "L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness." Journal of Pragmatics 151 (October 2019): 167–76. http://dx.doi.org/10.1016/j.pragma.2019.02.014.

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Kecskes, Istvan. "Impoverished pragmatics? The semantics-pragmatics interface from an intercultural perspective." Intercultural Pragmatics 16, no. 5 (November 26, 2019): 489–515. http://dx.doi.org/10.1515/ip-2019-0026.

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AbstractThe semantic-pragmatic interface debate is about how much actual situational context the linguistic signs need in order for them to be meaningful in the communicative process. There is evidence that interlocutors in intercultural interactions rely more Some of the ideas in the paper are based on chapter six in Kecskes (2019). on the compositional meaning of linguistic signs (semantics) than contextually supported meaning (pragmatics) because actual situational context cannot help pragmatic implication and interpretation the way it does in L1 communication. At the same time in pragmatic theory there seems to be an agreement between the neo-Gricean account and the post-Gricean account on the fact that the process of implicature retrieval is context-dependent. But will this L1-based contextualism work in intercultural interactions? Is pragmatics impoverished if interlocutors can only partly rely on pragmatic enrichment coming from context and the target language? The paper argues that in fact pragmatics is invigorated rather than impoverished in intercultural communication. A new type of synchronic events-based pragmatics is co-constructed by interlocutors. Instead of relying on the existing conventions, norms and frames of the target language interlocutors create their own temporary frames, formulas and norms. There is pragmaticization of semantics which is a synchronic, (usually) one-off phenomenon in which coded meaning, sometimes without any specific pragmatic enrichment coming from the target language, obtains temporary pragmatic status. This pragmatic enrichment happens as a result of interlocutors’ blending their dictionary knowledge of the linguistic code (semantics) with their basic interpersonal communicative skills and sometimes unusual, not necessarily target language-based pragmatic strategies that suit them very well in their attempt to achieve their communicative goals.
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Romero-Trillo, J. "Istvan Kecskes: Intercultural Pragmatics." Applied Linguistics 35, no. 5 (July 17, 2014): 621–24. http://dx.doi.org/10.1093/applin/amu042.

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Haugh, Michael. "Review of Intercultural Pragmatics." Journal of Pragmatics 79 (April 2015): 40–42. http://dx.doi.org/10.1016/j.pragma.2015.01.012.

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Bouchet, Dominique. "Pragmatics of intercultural communication." Pragmatics and Society 1, no. 1 (August 13, 2010): 138–54. http://dx.doi.org/10.1075/ps.1.1.08bou.

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This article explains why intercultural communication always should be studied in context and how even though misunderstanding is normally at stake in intercultural communication, one can argue that the promotion of mutual understanding actually is of mutual interest for all of humanity. Studying in context means paying attention to circumstances around the uses of signs as well as to the roles and moods of the users of signs. Promoting mutual understanding means avoiding a state of mind that implies the depreciation of the other. To be intercultural, a communication must not be infected by prejudices. Any real attempt at intercultural communication is a paradoxical procedure. It supposes that human beings who engage in it at one and the same time recognize the stranger as similar and as different. Also, it can lead to acceptance of the other and a better understanding of what communication is about as well as to rejection and obscurantism. In this paper, I argue that even though people always relate in various ways to common and different cultural backgrounds, they still have to relate to common issues that govern their ways, and that focusing on those common issues and studying the various communicative contexts and contents help promoting mutual understanding, as these activities highlight the implicit role of the value of respect in all interpersonal communication. Human beings cannot avoid evaluating situations, contexts, relations, peoples and cultures. How can we establish that mutual respect and open-mindedness are better than disdain and dogmatism? Well, precisely by affirming that human relations commonly build on the inevitability of communicating and contrasting values and norms. Meaning in interaction permanently transforms cultural elements and patterns into something new. Intercultural communication becomes more respectable when it acknowledges the variety of ways humans interact meaningfully and the plurality of their logic of (inter-)action. It is good and reasonable to value understanding because this variety and this pluralism always have kept the social alive and more than ever in our modern globalized world contribute to the creativity and interactivity of modern life. The interest of pragmatics in user attitudes, its focus on practical rather than on alethic modalities, can contribute to a more nuanced approach to intercultural communication, where the different elements of meaning in interaction can be studied in various bundles rather than in a single strand.
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Andor, József. "István Kecskés: Intercultural Pragmatics." Jelentés és Nyelvhasználat 4, no. 1 (2017): 119–27. http://dx.doi.org/10.14232/jeny.2017.1.8.

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Chen, Jing. "Research Trends in Intercultural Pragmatics." Australian Journal of Linguistics 37, no. 4 (July 13, 2016): 530–33. http://dx.doi.org/10.1080/07268602.2016.1204903.

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Schröder, Ulrike, Milene Mendes de Oliveira, and Hans-Georg Wolf. "Intercultural Pragmatics and Cultural Linguistics." Intercultural Pragmatics and Cultural Linguistics 7, no. 1 (July 8, 2020): 1–14. http://dx.doi.org/10.1075/ijolc.00024.int.

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Lee, Cynthia. "Current Issues in Intercultural Pragmatics." Corpus Pragmatics 3, no. 2 (November 3, 2018): 205–9. http://dx.doi.org/10.1007/s41701-018-00047-4.

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Dissertations / Theses on the topic "Intercultural pragmatics"

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LoCastro, Virginia. "Intercultural pragmatics : a Japanese-American case study." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305780.

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Rathmayr, Renate. "Intercultural aspects of new Russian politeness." Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1060/1/document.pdf.

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This paper is dedicated to surveying the present situation and the spread of the new Russian politeness phenomenon (NRP), and its evaluation and assessment by Russian native speakers in respect to the inter-cultural aspects of new Russian politeness. In terms of pragmatic change, the question is whether NRP is a short-lived linguistic fad or whether it is a thorough change in Russian pragmatic behaviour we are dealing with. The following paper is intended to show some empirical results of this survey of observations and responses relating to the spread and acceptance of politeness phenomena. Furthermore, the focus is on emotional evaluation, rational interpretation, and the spread of these phenomena into non-commercial communication domains. The informants' assessments prove remarkably heterogeneous and offer a variety of reactions, ranging from rejection and pejorative evaluation as communicative ballast to enthusiastic acceptance. The rational evaluations can be subsumed under westernisation and commercialisation of discourse - two aspects of globalisation which is seen as the implementation of forms of the free market economy. On the other hand, we also find a semantic interpretation as an expression of individualisation of discourse. It can finally be observed that while some respondents even diagnosed a decrease in politeness since its climax in the late 1990s, a possible mixture of genuinely Russian politeness (characterised by warmth, openness, spontaneity, taking an interest in others, etc.; positive politeness, Brown & Levinson 1987) with Western non-intrusive politeness (negative politeness, Brown & Levinson 1987) was also predicted, which I regard as the most optimistic future scenario. (author´s abstract)
Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning
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Kuchuk, Alexandra. "Politeness in Intercultural Communication: Some Insights into the Pragmatics of English as an International Language." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238633.

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Taking a social constructionist perspective, this dissertation explores politeness-as-practice (Eelen, 2001) of L2 English speakers in intercultural communication encounters. The study is situated within the English as an International Language (EIL) paradigm which suggests that pragmatic norms in interaction between EIL speakers are dynamic and flexible, and therefore, instead of measuring EIL speakers' success in interaction against a "native-speaker" norm, the research should focus on how speakers themselves define and (co-)construct pragmatic norms and successful interaction (e.g., House, 2003a; McKay, 2009). The view of politeness taken in this study is based on postmodern approaches to politeness, which submit that politeness is dynamic and that the politeness meanings of particular strategies, utterances, and linguistic forms are assigned to them by participants within an interaction. Data were collected through background questionnaires, written questionnaires in the form of critical incidents, and semi-structured informal interviews. The data were analyzed qualitatively, relying primarily on discourse analysis complemented by the theories of "third place", facework, and politeness. The results of this study offer insights into the nature of pragmatic competence in EIL, the processes of the development of such competence, and challenges that L2 English speakers face in this process. Specifically, this study investigates how L2 speakers of English conceptualize politeness, the hybrid and dynamic nature of their pragmatic competence in general and politeness-in-practice in particular, and the interrelationship between politeness and other factors that determine the speakers' pragmatic choices in situations that have potential for misunderstanding, conflict, and face loss. This dissertation contributes to the theory and research in the fields of Second Language Acquisition (SLA), EIL, Intercultural Communication, Interlanguage Pragmatics and Politeness by providing insights into the pragmatic competence and politeness of L2 English speakers. This work deepens the body of scholarship in these fields in that it provides the speakers' own perspectives on the processes of their pragmatic competence development and their concepts of politeness. It is also hoped that insights provided by this study will benefit English language teachers who aim to develop intercultural communicative competence in their classrooms.
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Dolatabadi, Hamid Reza. "Intercultural discourse in virtual learning environments." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110262.

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The potential of community building through computer-mediated communication (CMC) in virtual learning environments has received increasing attention in recent years, yet little empirical research has been conducted in this field in Middle Eastern countries particularly based on a social constructivist approach as in this case. This research is concerned with the processes of community building as experienced by university students in computer-mediated distance education classes in Iran. Its overarching concern was to see if convergence happens in an on-line university discussion forum in a Middle Eastern cultural context, and if so, to explore how it happens and with what strategies it can be supported in such environment. The research addressed the role of collaborative interaction as the process of co-construction of knowledge and identities, by looking at: (i) the students’ beliefs as reflected in a survey; (ii) patterns and outcomes of interaction derived from an analysis of on-line transactions; (iii) students’ perspectives based on interviews and their responses to a survey. The participants came from four different Middle Eastern cultural and linguistic backgrounds and were all students studying at Masters Level. The academic context was an Iranian university that has a large face-to-face student population as well as a large number of distance students. The participants’ common meeting ground was primarily a virtual environment created for the students to share their learning experience and to communicate with each other and the tutors. The participants’ beliefs and ideas in terms of choice, opportunity, culture and expectations were examined through a survey in the first phase of the study. Then, to investigate their roles in shaping the on-line community, an additional university e-forum was designed and implemented by the researcher in the second phase of the study. In this forum the participants were free to contact each other without pre-planned tasks or interventions by the class tutors. Social constructivist approaches were used to analyse interactions between students and the outcomes of these interactions. The findings suggest that participants moved their communicative competence from tangible topics towards shaping new beliefs and ideas; creating the VSD-Virtual Social Development- model. These developments are regarded as something unique for an area such as the Middle East where gaining confidence is hard especially when there is no face-to-face contact with other participants, and individuals often have concerns about revealing their real personalities in untried situations. The findings of the interviews support the findings of the second phase of the study and show what strategies the participants used in community building. The research also highlighted many issues for further study, one of which is the various interpretations of the concept of community building in on-line contexts.
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Wijayanto, Agus. "Interlanguage pragmatics of refusal strategies by Javanese EFL learners." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=183672.

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The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.
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Nakatsugawa, Masanobu. "What is the JET Program really doing?: A Classroom-based analysis of the roles of teachers in Hokkaido." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/617.

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Currently, the complexity of concepts of globalization--taking place in a variety of ways in the local economic, cultural, and political flows, and in the notion of World Englishes-- has been widely discussed (Saxena & Omoniyi, 2010). With the recent interest in internationalization, one of the issues in research on English teaching is expected and/or perceived roles of native teachers and non-native teachers in English language classrooms (Braine, 1999). In order to meet demands of international trends, the Japan Exchange and Teaching Program (JET Program) was established by the Japanese government in 1987, and it has played an important role by importing "internationalization" into actual classrooms in an EFL country (McConnel, 2000). Despite the long history of the JET program, very little research has been done on the program itself and related issues (e.g., McConnell, 2000; Miyazato, 2009; Fujimoto-Adamson, 2010). This study drew from a teacher-based perception of the Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) roles, and it illustrated how English teachers, including both JTEs and ALTs, act locally in the globalized/globalizing classroom while negotiating the governmental expectations for the JET program. Following the examples set by ethnographic research conducted in language teaching environments (e.g., Watson-Gegeo, 1988; Canagarajah, 1999), classroom fieldworks were conducted at three high schools in Hokkaido from May to August in 2010. More specifically, this research employed multiple data sources: participant observation, audiotape recording, interviews and questionnaires, which delivered thick descriptions of concrete reports from these sources (Richards, 2003; Canagarajah, 2006; McKay, 2006) for investigating the grounded perspectives and the practice of the JTEs and ALTs in the classrooms. The findings showed that the macro-level expected roles from the policies were not always directly projected onto the micro-level perceived roles, and there was emerging role at the micro-level as evident in the JTEs' role as guides to entrance examinations. In addition to this, through the classroom observations, this study revealed the perceived roles of JTEs and ALTs are negotiated in the classrooms in various ways. The JTEs sometimes played the perceived roles of ALTs and vice versa depending on the classroom pedagogical contexts, which were sometimes influenced on the power relationship between them. Those findings of the negotiation of roles in the classrooms led to the conclusions that the power of JTEs and ALTs is not something those teachers have a priori, but was negotiated through the interactions of JTEs and ALTs in the actual classrooms. The notion of power is dynamically implicated by language practice, which will be dedicated to the future study of English classrooms in Japan. Also, this study will contribute to casting a light on potential improvements to the JET Program before their quarter-century anniversary.
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Spadotto, Luciane do Nascimento. "Ordens e pedidos em língua italiana: um estudo da percepção de falantes nativos e aprendizes brasileiros a partir da teoria dos atos de fala." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-10052016-120022/.

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Inserido no âmbito da Pragmática intercultural, o presente trabalho tem com objetivo investigar ordens e pedidos em língua italiana, identificando os elementos que caracterizam e diferenciam esses dois atos de fala a partir da percepção de falantes nativos e de brasileiros aprendizes de italiano. Nossas investigações foram motivadas principalmente por questões relacionadas à prática de ensino que, a nosso ver, precisa incluir aspectos relacionados à língua em uso e em contexto. Além disso, ao investigar ordens e pedidos, podemos, do ponto de vista linguístico, abordar o estereótipo segundo o qual os italianos seriam pessoas mais autoritárias em relação aos brasileiros. Para atingir nossos objetivos, elaboramos um questionário online composto por interações verbais entre falantes nativos, gravadas em áudio e vídeo, e diálogos extraídos de material cinematográfico. Os vídeos foram selecionados a partir de critérios que estabelecemos com base naquilo que é afirmado, sobre ordens e pedidos, pelas teorias e estudos que escolhemos para guiar a investigação. O questionário foi enviado a falantes nativos e a brasileiros aprendizes de italiano, aos quais pedimos que, após assistirem a cada interação, avaliassem o ato de fala em destaque e o classificassem como ordem, pedido, ou outro. Além disso, solicitamos que, após cada resposta, os informantes descrevessem os fatores que motivaram suas escolhas. Sobre a comparação entre ordens e pedidos, partimos da hipótese que os elementos que caracterizam esses dois atos de fala criam diferenças por estarem associados tanto à estrutura linguística quanto ao contexto que envolve a interação. A respeito dos italianos parecerem mais autoritários, nossa hipótese era que brasileiros reconheceriam de maneira diferente os elementos que constituem e diferenciam ordens de pedidos. Os resultados deste estudo confirmam, em parte, aquilo que assumimos como hipótese. Com a análise dos dados, observamos que, de fato, ordens e pedidos em língua italiana, tanto para falantes nativos quanto para brasileiros, são diferenciados pela estrutura linguística e pelos elementos contextuais que envolvem a interação. Ao compararmos os dados, verificamos também que, para justificar suas respostas, informantes italianos recorreram mais frequentemente a elementos prosódicos enquanto nas respostas dos brasileiros prevaleceram elementos de natureza pragmalinguística. Por fim, constatamos ainda que não há diferenças significativas entre a forma como italianos classificaram os atos de fala e o modo como foram interpretados por brasileiros.
Inserted in the context of intercultural pragmatics, this work has the objective to investigate orders and requests in the Italian language, identifying the elements that characterize and differentiate these two speech acts based on the perception of native speakers and Brazilian Italian language students. Our investigations were motivated mainly by questions related to the teaching practice which, in our view, needs to include aspects related to the language in use and in context. Moreover, while investigating orders and requests we can, from a linguistic viewpoint, approach the stereotype which has the Italians painted as more authoritarian people in relation to the Brazilians. To achieve our objectives, we elaborated an online questionnaire composed by verbal interactions between native speakers, recorded in audio and video, and dialogues extracted from cinematographic material. The videos were selected based on criteria which were established based on what is affirmed, about orders and requests, by the theory and studies chosen to guide this investigation. The questionnaire was sent to native speakers and Brazilian Italian language students, to whom we requests that, after watching each interaction, to evaluate the speech act highlighted and classified it as order, request or other. In addition to that, we requested , after each answer, for the informers to describe the factors that motivated their choices. While comparing orders and request, we used as hypothesis that the elements which characterize these two speech acts create differences because they\'re associated as much to the linguistic structure as to the context of the interaction. About the Italians appearing to be more authoritarian, our hypothesis was that the Brazilians would recognize in different ways the elements which constitute and differentiate orders from requests. This study\'s results confirm that, to some extend, that which we assumed in our hypothesis. With the data analysis, we observed that, indeed, orders and requests in Italian language, for both native speakers and Brazilians, are differentiated by the linguistic structure and by the contextual elements that are part of the interaction. Comparing the data, we also verify that to justify their answers, the Italian informers used, more often than not, the prosodic elements while in the Brazilians\' answers the elements of a pragmalinguistic nature were more present. Finally, we realized that there weren\'t significant differences between the way in which the Italians and Brazilians classified speech acts.
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Mak, Kit Ling Agatha. "Cross-cultural pragmatics : a study of Chinese and Western children's use of requests and apologies." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/852.

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Yuan, Yifeng. "Pragmatics, perceptions and strategies in Chinese college English learning." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52860/1/Yifeng_Yuan_Thesis.pdf.

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This study investigated Chinese College English students. perceptions of pragmatics, their pragmatic competence in selected speech acts, strategies they employed in acquiring pragmatic knowledge, as well as their general approach to learning English as a foreign language. The research was triggered by a national curriculum initiative that prioritizes the need for College English students to enhance their ability to use English effectively in different social interactions (Chinese College English Education and Supervisory Committee, 2007). The traditional "grammar-translation" and "examination-oriented" method is believed to have reduced Chinese College English students to what is dubbed "mute" and "deaf" language learners (Zhang, 2008; Zhao, 2009). Many students lack pragmatic knowledge on how to interpret discourse by relating utterances to their meanings, understanding the intention of language users, and how language is used in specific settings (Bachman & Palmer, 1996, 2010). There is an increasing body of literature on awareness-raising of the importance of pragmatic knowledge and strategies for classroom instruction. However, to date, researchers have tended to focus largely on the teaching of pragmatics, rather than on how students acquire pragmatic competence (Bardovi-Harlig & Dornyei, 1998; Du, 2004; Hou, 2007; Ruan, 2007; Schauer, 2009). It is this gap in the research that this study fills, with a focus on different types of pragmatic knowledge, learner perceptions of such knowledge, and learning strategies that College English students employ in the process of learning English in general, and pragmatics in particular. Three strands of theories of second language acquisition (Ellis, 1985, 1994): pragmatics (Levinson, 1983; Mey, 2001; Yule, 1996), intercultural communications (Kramsch, 1998; Samovar & Porter, 1997; Samovar, Porter & McDaniel, 2009) and English as a lingua franca (ELF) (Canagarajah, 2006; Firth, 1996; Pennycook, 2010) were employed to establish a conceptual framework for data collection and analyses. Key constructs derived from the three related theories helped to form a typology for a detailed examination and theorization of the empirical evidence gathered from different sources. Four research instruments: a questionnaire (N=237), Discourse Completion Tasks (DCTs) (N=55), focus group interviews (N=18), and a textbook tasks analysis were employed to collect data for this systematic inquiry. Data collected by different instruments were analyzed and compared by way of a triangulation to enhance its validity and reliability. Major findings derived from different sources highlighted that, although College English students were grammatically advanced language learners, they displayed limited pragmatic knowledge and a highly restricted repertoire of language learning strategies. The majority of the respondents, however, believed that pragmatic knowledge was as important as linguistic knowledge in the process of developing communicative competence for interaction in different contexts. It was argued that a combination of a less than sufficient English proficiency, limited knowledge of pragmatics, inadequate language materials and tasks, and a small stock of language learning strategies, were a major hindrance to effective learning and communication, resulting in pragmatic failures in many intercultural communication situations. As the first systematic study of how Chinese College English students learned pragmatics, the research provided a solid empirical base for developing a tentative model for the learning of pragmatics in a College English classroom in China and similar educational contexts. The model was strengthened by a unique combination of theories of pragmatics, intercultural communication and ELF. Findings from this research provided insights into how Chinese College English students perceived pragmatics in the English as foreign language (EFL) curriculum, the processes of learning, as well as strategies they utilized in developing linguistic and pragmatic knowledge and competence.
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Binasfour, Hajar Salman. "APOLOGY STRATEGIES: A COMPARISON OF SAUDI ENGLISH LEARNERS AND NATIVE SPEAKERS OF AMERICAN ENGLISH." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1360.

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This study compares the speech acts of apology of Saudi learners of English with those of American English native speakers to investigate the intercultural communication competence of second language learners. The investigation is based on 120 apology responses from Saudi learners of English and native speakers of American English. The responses were collected through a discourse completion task. The participants from both groups utilized the same five strategies mentioned by Cohen and Olshtain (1981): apology expressions, explanations, promises of forbearance, acknowledgments of responsibility, and offers of repair. Results showed no difference in the types of apology strategies adopted, but the frequency of using these strategies varied. The frequency of use of the strategies significantly varied only for the offers of repair and promises of forbearance. The results also indicated that the two most universal strategies used were apology expressions and explanations. Furthermore, the most common strategies that were often combined together were expressions and explanations. This study supports Taguchi's (2011) statement on the possible effect of learners' English proficiency on their speech act productions. Moreover, social power has a noticeable impact on students' production of the five apology strategies. Results indicated that the higher the social power of the offended, the more apology strategies he/she seemed to have received. Results from the current study and studies like this are informative to not only the speech act literature but also the study of intercultural communication, the globalization of American universities, and the development of Saudi cultural missions.
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Books on the topic "Intercultural pragmatics"

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Kecskes, Istvan, and Jesús Romero-Trillo, eds. Research Trends in Intercultural Pragmatics. Berlin, Boston: DE GRUYTER, 2013. http://dx.doi.org/10.1515/9781614513735.

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Kecskes, Istvan, and Stavros Assimakopoulos, eds. Current Issues in Intercultural Pragmatics. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/pbns.274.

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Romero-Trillo, Jesús, and István Kecskés. Research trends in intercultural pragmatics. Boston: De Gruyter Mouton, 2013.

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Intercultural communication: Pragmatics, genealogy, deconstruction. Clevedon, Avon, England: Multilingual Matters, 1996.

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Kecskés, István. Explorations in pragmatics: Linguistic, cognitive, and intercultural aspects. New York: Mouton de Gruyter, 2007.

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Blommaert, Jan, and Jef Verschueren, eds. The Pragmatics of International and Intercultural Communication. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.6.3.

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Malyuga, Elena N., and Svetlana N. Orlova. Linguistic Pragmatics of Intercultural Professional and Business Communication. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68744-5.

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Pragmatics across languages and cultures. Berlin: De Gruyter Mouton, 2010.

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Sacristán, Carlos Hernández. Culturas y acción comunicativa: Introducción a la pragmática intercultural. Barcelona: Octaedro, 1999.

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Pragmática y comunicación intercultural en el mundo hispanohablante. Amsterdam: Rodopi, 2012.

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Book chapters on the topic "Intercultural pragmatics"

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Cutting, Joan, and Kenneth Fordyce. "Intercultural Pragmatics." In Pragmatics, 72–84. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-8.

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Kecskes, Istvan. "Intercultural Pragmatics." In Handbuch Pragmatik, 140–48. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04624-6_14.

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Cogo, Alessia, and Juliane House. "Intercultural Pragmatics." In The Routledge Handbook of Pragmatics, 168–83. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Handbooks in applied linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315668925-15.

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Cutting, Joan, and Kenneth Fordyce. "Studying Intercultural Pragmatics." In Pragmatics, 128–31. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-17.

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Hinnenkamp, Volker. "Intercultural communication." In Handbook of Pragmatics, 1–20. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/hop.1.int9.

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Blum-Kulka, Shoshana, Menahem Blondheim, Juliane House, Gabriele Kasper, and Johannes Wagner. "Intercultural pragmatics, language and society." In Unity and Diversity of Languages, 155–73. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.141.15blu.

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Jackson, Jane. "Intercultural Competence and L2 Pragmatics." In The Routledge Handbook of Second Language Acquisition and Pragmatics, 479–94. London: New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351164085-31.

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Kecskes, Istvan. "Can Intercultural Pragmatics Bring Some New Insight into Pragmatic Theories?" In Perspectives in Pragmatics, Philosophy & Psychology, 43–69. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12616-6_3.

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Blommaert, Jan, and Jef Verschueren. "Intercultural and international communication." In The Pragmatics of International and Intercultural Communication, 1. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.6.3.02blo.

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Gumperz, John J., and Celia Roberts. "Understanding in intercultural encounters." In The Pragmatics of International and Intercultural Communication, 51. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.6.3.05gum.

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Conference papers on the topic "Intercultural pragmatics"

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Vorobiova Munguía, Marina, and Pablo Ramírez Rodríguez. "PRAGMATICS AND COMPARATIVE ANALYSIS OF VERBAL GREETING IN HISPANIC WORLD." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-345-354.

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Manu Magda, Margareta. "Names and naming from the viewpoint of intercultural pragmatics: the Romanian system of anthroponyms." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/76.

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This paper discusses several aspects of the evolution of anthroponyms from the perspective of intercultural pragmatics. The first section of the article defines intercultural anthroponymy and its system of concepts. Special attention is paid to the concept of cultureme and its discursive function. The second part of the paper establishes the main orientations and results of this recent field of research, in which the Internet and the phenomenon of globalization are two determining elements. The third part of the article is dedicated to corpus analysis and reveals the specifics of Romanian onomastics over the last years. The author proposes a view on Romanian recent onomastic research which treats anthroponyms as a subcategory of culturemes.
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Dzakula, Bozo, and Maida Dzakula. "RAISING LEARNERS’ COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE THROUGH EXPLICIT INSTRUCTION OF INTERCULTURAL PRAGMATICS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0262.

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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.
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Yao, Zefeng. "Study on Pragmatic Failure in Intercultural Communication." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.137.

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Ren, YongChang, Yanming Li, and Qiao Wang. "Manifestation of Pragmatic Failure in Intercultural Communication." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.214.

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Li, Rui, and Yanming Li. "Preventive Strategies on Pragmatic Failure in Intercultural Communication." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.229.

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Chen, Jie. "Cause Analysis on Pragmatic Failure in Intercultural Communication." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.120.

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Chen, Jie. "Basic Theory Research on Pragmatic Failure for Intercultural Communication." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.121.

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Li, Zhe, Yanming Li, and Deyin Yao. "Pragmatic Failures and Countermeasures Analysis in Intercultural Communication Context." In 2016 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/essaeme-16.2016.143.

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