Journal articles: 'Intercultural pragmatics'

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Pamungkas, Nailul Author Restu, and Lutfina Tarita Wulandari. "PRAGMATICS IN EFL CLASSROOM: AVOIDING PRAGMATIC FAILURE IN CROSS-CULTURAL COMMUNICATION." English Education : Journal of English Teaching and Research 5, no. 1 (May 25, 2020): 74–91. http://dx.doi.org/10.29407/jetar.v5i1.14310.

Full text

Abstract:

In teaching language along with its culture, teacher should take pragmatic aspects into consideration, since understanding pragmatics will help foreign language learners to avoid false interpretation which will cause misunderstanding in communication between speakers with different culture and social backgrounds. It is called as pragmatic failure which usually takes place in cross-cultural communication. Since pragmatics plays quite important role in communication, it is important for foreign language learners to have sensitivity of cross cultural pragmatics, which is commonly known as cross cultural or intercultural pragmatic awareness. However, teaching language along with culture seems to be problematic, since it is relatively difficult to choose which aspect(s) of culture to teach, what content to include, and to represent cultures implicitly under study which presents differences from the norm of students’ local culture. Therefore, this paper tries to explore the essential issues of spoken discourse, pragmatics, cross cultural pragmatics, pragmatic failure, pragmatic awareness, and its implication to pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

12

Kirner-Ludwig, Monika. "Data collection methods applied in studies in the journal Intercultural Pragmatics (2004–2020): a scientometric survey and mixed corpus study." Intercultural Pragmatics 19, no. 4 (August 22, 2022): 459–87. http://dx.doi.org/10.1515/ip-2022-4002.

Full text

Abstract:

Abstract Methods in Intercultural Pragmatics are inherently multifaceted and varied, given discipline’s breaching of numerous cross-disciplinary boundaries. In fact, research in Intercultural Pragmatics represents merely new ways of thinking about language and, thus, of researching interactants’ (non-)verbal behaviors: With core common ground and shared knowledge about conventionalized frames of the target language being limited, intercultural communication features a number of unique characteristics in comparison to L1 communication. This being said, the range of methods employed in data collection and analysis in Intercultural Pragmatics is not only wide, but highly heterogeneous at the same time. The present paper takes a scientometric approach to data collection methods and data types in Intercultural Pragmatics research. In order to provide an extensive diachronic survey of methods and approaches featuring in empirical studies published specifically by the journal Intercultural Pragmatics (edited by Istvan Kecskés), this study includes a self-compiled corpus of 358 papers in 17 volumes published since its launch in 2004 thru 2020. The aim is to carve out diachronic method preferences and emerging as well as declining trends in data collection methods and data types adhered to within this discipline. These are further discussed within the context of relevant state-of-the-art accounts that have specifically offered surveys of methods and methodologies pertaining to issues in data collection and data analysis in (Intercultural) Pragmatics in recent years.

APA, Harvard, Vancouver, ISO, and other styles

13

Waugh, Erin. "Teaching Pragmatics and Intercultural Communication Online." TESL Canada Journal 30, no. 7 (February 20, 2014): 98. http://dx.doi.org/10.18806/tesl.v30i7.1154.

Full text

Abstract:

English in the Workplace (EWP) programs are increasingly surfacing across Can- ada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Cana- dian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence—the ability to adapt both cognitively and behaviourally across cultures to achieve communicative goals (Bennett, 1993). As an EWP instructor in a medium-sized institution in Alberta, I worked on the redesign of an EWP course with both pragmatics and intercultural components to be offered online. The course results showed learner development in both pragmatics and intercul- tural competence. In this article, I outline the theory that informed the course design, content, and assessment tools; discuss results of a sample of learners from four pilot offerings; and provide considerations for instructors and instructional designers tasked with the development of online courses of this nature.

APA, Harvard, Vancouver, ISO, and other styles

14

Fetzer, Anita. "Review of Kecskes (2014): Intercultural Pragmatics." Diagrammatic Reasoning 22, no. 2 (December 31, 2014): 284–89. http://dx.doi.org/10.1075/pc.22.2.07fet.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Zielinska, Dorota. "Book review: Istvan Kecskes, Intercultural Pragmatics." Discourse & Communication 9, no. 4 (July 22, 2015): 512–15. http://dx.doi.org/10.1177/1750481315593016a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Odebunmi, Akin. "Book review: Istvan Kecskes, Intercultural Pragmatics." Discourse Studies 18, no. 4 (July 7, 2016): 473–75. http://dx.doi.org/10.1177/1461445616646923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Holmes, Janet. "Review of Kecskes (2014): Intercultural Pragmatics." Language and Dialogue 4, no. 3 (November 24, 2014): 478–86. http://dx.doi.org/10.1075/ld.4.3.07hol.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Nodoushan, Mohammad Ali Salmani. "Review of Kecskes (2013): Intercultural Pragmatics." Pragmatics and Society 6, no. 1 (March 10, 2015): 152–56. http://dx.doi.org/10.1075/ps.6.1.08nod.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Guillot, Marie-Noëlle, and Maria Pavesi. "AVT as intercultural mediation." Multilingua 38, no. 5 (September 25, 2019): 495–504. http://dx.doi.org/10.1515/multi-2018-0115.

Full text

Abstract:

Abstract This article addresses a question central for this special issue of Multilingua on audiovisual translation (AVT) – of the relationship between the cross-cultural and the intercultural in audiovisual translation. The question underpins fundamental debates in the emergent field of AVT as cross/intercultural mediation, the focus in this volume, with subtitling and dubbing the two main interlingual modes considered in its pages from an interdisciplinary perspective embracing translation and audiovisual translation studies, pragmatics and cross-cultural pragmatics and film studies. The article doubles up as the introduction for the special issue, and provides its rationale and contents.

APA, Harvard, Vancouver, ISO, and other styles

20

Niyazova, Gulnora Gulomovna, and Raupova Laylo Rahimovna. "The Pragmatics Of Intercultural Communication In English Teaching In University." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 210–15. http://dx.doi.org/10.37547/tajssei/volume03issue02-34.

Full text

Abstract:

In order to learn a foreign language, students have to master the knowledge, skills and also have to understand the language which reflected the foreign culture, so as to overcome cultural barriers, communicate with foreigners decently and effectively and have emotional communication and cross-cultural communication. Intercultural communicative competence plays a vital role for the cultivation of language and communication ability, intercultural communication is a new “edge” subject, which has a close relationship with English teaching.

APA, Harvard, Vancouver, ISO, and other styles

21

Senkbeil, Karsten. "Idioms in intercultural communication." Intercultural Pragmatics and Cultural Linguistics 7, no. 1 (July 8, 2020): 38–62. http://dx.doi.org/10.1075/ijolc.00026.sen.

Full text

Abstract:

Abstract This paper combines central ideas from Intercultural Pragmatics and Cultural Linguistics to rethink an issue that has been amply discussed in various branches of linguistics: idioms, ‘phrasemes,’ and other forms of fixed-form figurative language, when used in intercultural communication (ICC). It argues that an interaction-oriented approach needs to think beyond the description and mapping of idioms in different languages and cultures, and apply both pragmatic and cognitive linguistic approaches to explain if and how idiomatic language works (or does not work) in ICC. Methodologically, this paper relies on a combination of empirical approaches. A data-inductive analysis of authentic intercultural discourse involving native speakers of German, Afrikaans, and Zulu, who use English as a lingua franca in a project management setting provides interesting real-life examples of the pragmatic aspects of idiomatic language in authentic ICC. The results of this pragmalinguistic analysis have inspired and are accompanied by a deductive-experimental study, using questionnaires for speakers of various native languages (Arabic, German, Russian, Spanish, Turkish), testing the cross-linguistic communicability of English idioms in a ‘laboratory setting.’ These experiments show that an appreciation of both the embodied and empractic-interactional dimensions of idioms promises insights into how figurative language and fixed-form expressions are used successfully or unsuccessfully in ICC and why.

APA, Harvard, Vancouver, ISO, and other styles

22

Trbojević Milošević, Ivana. "Contrastive Pragmatics and Corpora: Toward Intercultural Studies." Примењена лингвистика 22 (2021): 7–20. http://dx.doi.org/10.18485/primling.2021.22.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Mey, Jacob L. "Focus-on issue: Intercultural pragmatics and sociolinguistics." Journal of Pragmatics 38, no. 11 (November 2006): 1793–94. http://dx.doi.org/10.1016/j.pragma.2006.07.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Romero-Trillo, Jesús. "Prosodic pragmatics and feedback in intercultural communication." Journal of Pragmatics 151 (October 2019): 91–102. http://dx.doi.org/10.1016/j.pragma.2019.02.018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Young Yun Kim. "The pragmatics of international and intercultural communication." International Journal of Intercultural Relations 17, no. 3 (June 1993): 389–92. http://dx.doi.org/10.1016/0147-1767(93)90041-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Dynel, Marta. "A Survey of “Intercultural Pragmatics” and Its Outlook on the Gricean Philosophy of Communication." International Review of Pragmatics 6, no. 2 (2014): 307–19. http://dx.doi.org/10.1163/18773109-00602006.

Full text

Abstract:

This paper critically revisits the recent volume entitled “Intercultural Pragmatics” by Istvan Kecskes in the context of the Gricean notions which offer bedrock assumptions for a number of postulates put forward by the author. Attention is paid to the Gricean view of the Cooperative Principle, the speaker’s intention and speaker meaning, as well as the status of what is said, in tandem with their conceptualisations in intercultural pragmatics.

APA, Harvard, Vancouver, ISO, and other styles

27

Mazulfah, Mazulfah. "The Future and challenge of Pragmatics in English Language Teaching." Journal of Pragmatics Research 1, no. 2 (October 24, 2019): 156–65. http://dx.doi.org/10.18326/jopr.v1i2.156-165.

Full text

Abstract:

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies.

APA, Harvard, Vancouver, ISO, and other styles

28

Shokouhi, Saeedeh. "An Overview on Explicit and Implicit instructions on Learners’ Pragmatic Awareness in Making Request in English." Journal for the Study of English Linguistics 4, no. 1 (May 3, 2016): 60. http://dx.doi.org/10.5296/jsel.v4i1.9408.

Full text

Abstract:

<p>One of the important part of the pragmatics studies in recent years is about the intercultural communication. EFL learners should know both grammatical competence and also sociolinguistic rules to use the language in an appropriate context. This review explores the effect of the explicit and implicit instruction on the learners’ attention in the production of the speech act of request. Pragmatics includes “the study of how speakers use and understand speech acts” (Richards and Schmidt 2002). Moreover, pragmatics plays a very important role in the production and perception of the language. That is why interlocutors should have enough pragmatic knowledge to produce and perceive the proper and intended speech acts based on context. Therefore, having pragmatic competence is one of the key factors in the process of communication. Pragmatic competence in foreign language contexts is defined as the knowledge of communicative action or speech acts, how to perform it, and the ability to utilize the language in proper ways based on the context or contextual factors (Kasper 1997; Kasper & Roever 2005).</p>

APA, Harvard, Vancouver, ISO, and other styles

29

Ganesh, Shiv, and Prue Holmes. "Positioning Intercultural Dialogue—Theories, Pragmatics, and an Agenda." Journal of International and Intercultural Communication 4, no. 2 (May 2011): 81–86. http://dx.doi.org/10.1080/17513057.2011.557482.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Cha, Si. "An Investigation of Pragmatic Failures in Communication for Chinese Beginners." BCP Business & Management 20 (June 28, 2022): 596–606. http://dx.doi.org/10.54691/bcpbm.v20i.1037.

Full text

Abstract:

As Chinese language is increasingly becoming the medium for intercultural communication, Chinese norms and rules when it comes to interaction are significant aspects when learning Chinese. Little studies have examined pragmatic aspects of Chinese learning to understand some of the common failures. To bridge this gap, this study aims to understand the commonalities of pragmatic failures of Chinese beginners with English as their native language. Findings suggest that the pragmatic error rate among Chinese beginners is relatively high in the social field. Additionally, pragmatic failures in communication occur in Euphemism, Command indications and Negative implications more frequently. This means that for beginners of Chinese, pragmatics is more difficult to understand, grasp and acquire. To enable Chinese beginners to be in a position to master pragmatics in language learning, this study has identified the main sources of pragmatic failures and given several recommendations that are useful in learning Chinese language. Among pragmatic failures include the characteristics of pragmatic acquisition, cultural differences, negative pragmatic transfer, and lack of opportunities for practical training. The recommendations have been given in terms of teaching level and learning level.

APA, Harvard, Vancouver, ISO, and other styles

31

Shi, Xuqing. "Analysis and Translation Strategies of Public Signs from the Perspective of Pragmatics." Learning & Education 9, no. 2 (November 10, 2020): 27. http://dx.doi.org/10.18282/l-e.v9i2.1390.

Full text

Abstract:

With the improvement of China’s internationalization level, public signs in Chinese and English can be used universally. But in such cross-cultural communication, cultural differences in different countries inevitably lead to misunderstanding and even cultural conflict. Pragmatic failure is a common problem in cross cultural communication of public signs, because different languages carry different pragmatic rules and pragmatic constraints. This paper, under the framework of pragmatics, uses pragmatic failure theory to analyze pragmatic failure in the translation of public signs and put forward corresponding translation strategies in order to promote the harmony of the expression of mother tongue and target language in intercultural communication, to avoid communication conflicts and to improve the comfort of the language environment of public signs.

APA, Harvard, Vancouver, ISO, and other styles

32

Chen, Jialiang. "A Review of Pragmatic Competence in BELF Interactions." International Journal of English Linguistics 11, no. 6 (October 26, 2021): 98. http://dx.doi.org/10.5539/ijel.v11n6p98.

Full text

Abstract:

Globalization has transformed English from a foreign language into a lingua franca. The pragmatic paradigm and pragmatic features of English as a lingua franca (ELF), are different from those of native English, especially in the business context, defined as English as a business lingua franca (BELF), which has contributed to a series of studies on pragmatic competence, pragmatic strategies and pragmatic awareness in the (B)ELF context. Relevant studies offer insights into the pragmatic competence of BELF users, which is crucial in the accomplishment of communicative goals in business settings. This paper first reviews relevant theoretical studies on (B)ELF and evaluates their characteristics from the perspective of pragmatics. Then, the focus is placed upon the diversified features of interpersonal pragmatic competence and intercultural pragmatic competence in the BELF context, revealing that the traditional paradigm of pragmatic competence based on native English does not apply to this diversified intercultural context. This paper argues for a re-conceptualization of pragmatic competence in the BELF context and a re-examination of the institutional features of BELF interactions and the dynamics of pragmatic competence, pragmatic strategies, and pragmatic awareness in this context.

APA, Harvard, Vancouver, ISO, and other styles

33

Sztencel, Magdalena. "Intercultural pragmatics in the Global Englishes context: Some implications for developing intercultural communicative competence." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(3) (September 16, 2020): 7–31. http://dx.doi.org/10.26881/bp.2020.3.01.

Full text

Abstract:

The prevalent use of English as a lingua franca raises questions about the consequences for the practice of English Language Teaching. This paper investigates some of the pedagogical implications from the perspective of intercultural pragmatics. I argue that developing politeness strategies is an important aspect of enhancing learners’ intercultural communicative competence. This is illustrated with the examples of speech acts such as requests, conditional threats and conditional promises. I draw attention to some fundamental misconceptions that may arise from an inadequate interpretation of cross-cultural findings, and argue that in order to establish which politeness strategies to use in the context of global communication, the focus of intercultural investigations needs to be shifted from studying lingua-cultural differences to studying lingua-cultural similarities.

APA, Harvard, Vancouver, ISO, and other styles

34

Fischer, Kerstin, and Alicja Depka Prondzinska. "Experimental Contrastive Pragmatics Using Robots." Contrastive Pragmatics 1, no. 1 (April 3, 2020): 82–107. http://dx.doi.org/10.1163/26660393-bja10004.

Full text

Abstract:

Abstract In this paper, we explore how robots can be used to study pragmatic strategies across a number of languages. Robots can assume many of the roles played by human interaction partners in a range of situations. They can be programmed to produce specific behaviours, each time repeating a behaviour in an identical way for as often as necessary. Thus, robots can be useful tools for investigating human behaviour in certain situations and even in cross-cultural contexts. We explore this use of robots in two case studies – one which investigates the delivery of bad news in Danish, German and English, and one which examines the giving of feedback in Danish, German and Polish. In both studies, systematic intercultural differences become apparent in the pragmatic strategies that are adopted. On the basis of the results, we discuss the advantages, potential pitfalls and possible solutions of using robots in the study of contrastive pragmatics.

APA, Harvard, Vancouver, ISO, and other styles

35

Spychała-Wawrzyniak, Małgorzata, and María del Carmen Suñén Bernal. "La competencia intercultural y la competencia pragmática en la enseñanza de español como lengua extranjera (ELE)." Studia Romanica Posnaniensia 48, no. 2 (July 13, 2021): 5–17. http://dx.doi.org/10.14746/strop.2021.482.001.

Full text

Abstract:

The main purpose of this article is to present the development and evolution of two fundamental components of the communicative competence in the teaching of foreign languages: pragmatics and interculturality. We will analyze different visions of pragmatic competence and intercultural competence, which are sometimes treated as synonymous concepts. We will focus our attention on the problems observed in class as a consequence of the great diversity of cultural contexts in which Spanish is learned, highlighting the importance of activating the development of both competences in class and the need to learn to negotiate linguistic and cultural meanings within a cultural context different from that of the target language. Finally, we will present the results of a study carried out with students from a Polish and a German university, whose objective was to analyze the previous attitudes of students from different faculties towards two competences that should always go hand in hand: pragmatics and interculturality.

APA, Harvard, Vancouver, ISO, and other styles

36

Beaulieu, Suzie, Fanny Forsberg Lundell, and Javier Bejarano. "Interlocutors’ judgment of Lx conventional expressions: An exploratory study." Intercultural Pragmatics 19, no. 5 (October 21, 2022): 597–620. http://dx.doi.org/10.1515/ip-2022-5003.

Full text

Abstract:

Abstract The present study is a perception study that investigates how French L1 speakers evaluate the speech produced by advanced French Lx users that deviates from the pragmatic norms of the local community. More specifically, this exploratory study investigates how conventional expressions that displayed pragmalinguistic or sociopragmatic deviances affected the raters’ (N = 62) evaluation of perceived communicative effectiveness and perceived likeability of the speakers in imagined intercultural encounters. Results from the study revealed that deviances were generally judged more severely on both evaluative dimensions than the target conventional expressions. Interestingly, however, findings also showed that deviances that partly included the pragmalinguistic or sociopragmatic resources preferred by target community members were evaluated positively. Methodological recommendations to pursue this new line of inquiry in the field of intercultural pragmatics are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

37

Xie, Chaoqun, and Juliane House. "Some aspects of pragmatics." Pragmatics and Cognition 17, no. 2 (August 18, 2009): 421–39. http://dx.doi.org/10.1075/pc.17.2.10xie.

Full text

Abstract:

Part of current pragmatics research aims at opening up new avenues of inquiry by revisiting and revising some of its central topics and keywords, such as implicature, explicature, truth, varieties of meaning, meaning inference, relevance, politeness, and face. This review article attempts to contribute to this endeavor by making some comments on and beyond Kecskes and Horn’s (2007) Explorations in Pragmatics: Linguistic, Cognitive and Intercultural Aspects. With reference to certain Chinese linguistic and interactional actualities, this paper argues, among other things, that a speaker who conveys some truth to a hearer does not necessarily mean that the speaker is committed to that truth, that people with little social power may also manipulate the power of words in actual interaction, and that when it comes to making politeness evaluations, what one does may turn out to be more important and decisive than what one says.

APA, Harvard, Vancouver, ISO, and other styles

38

Lang, Jun. "What impacts L2 Chinese pragmatic competence in the study abroad context?" Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 3 (December 31, 2019): 191–220. http://dx.doi.org/10.1075/csl.18001.lan.

Full text

Abstract:

Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.

APA, Harvard, Vancouver, ISO, and other styles

39

Piskorska, Agnieszka. "Editorial: Relevance Theory and Intercultural Communication Problems." Research in Language 15, no. 1 (March 30, 2017): 1–9. http://dx.doi.org/10.1515/rela-2017-0005.

Full text

Abstract:

This editorial to the special issue of RiL dedicated to relevance theory and problems of intercultural communication addresses the general requirements that a theory of communication must meet to be applicable to the analysis of intercultural communication. Then it discusses criticism levelled against Grice’s theory of conversational implicature and Brown and Levinson’s theory of politeness on the grounds that these theories were not universal enough to be applied to all data. Finally, it offers some remarks on the applicability of relevance theory to intercultural pragmatics.

APA, Harvard, Vancouver, ISO, and other styles

40

Okano, Emi, and Lucien Brown. "Did Becky really need to apologise? Intercultural evaluations of politeness." East Asian Pragmatics 3, no. 2 (August 31, 2018): 151–78. http://dx.doi.org/10.1558/eap.35178.

Full text

Abstract:

This study analyses a public apology made in 2016 by Becky, an Anglo-Japanese tarento ‘celebrity’, for her romantic involvement with a married man, musician Enon Kawatani. Adopting an integrative pragmatics perspective, we analyse the pragmatic acts Becky used to perform her apology, including culture-specific nonverbal behaviours indexing deference. We then look at how the apology was dynamically evaluated in naturally occurring discourse in Japanese and British computer-mediated communication (CMC). The analysis shows that culture-specific moral orders rendered Becky’s apology necessary in the Japanese context, but that these norms were not shared by the British audience. The Japanese and British CMC participants utilised national identity as resources for negotiating their contrasting moral orders. We show how CMC participants assign significance to the (im)politeness-related behaviour to which they were exposed and how they performed (im)politeness through threatening national identities.

APA, Harvard, Vancouver, ISO, and other styles

41

Demir, Cüneyt. "Review of Linguistic Pragmatics of Intercultural Professional and Business Communication." Eurasian Journal of Applied Linguistics 5, no. 3 (November 26, 2019): 537–41. http://dx.doi.org/10.32601/ejal.651350.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Filippova, S. G. "The Pragmatics of Titles in K. Hosseini’s Novels: Intercultural Aspect." Herald of Dagestan State University 36, no. 4 (December 7, 2021): 88–94. http://dx.doi.org/10.21779/2542-0313-2021-36-4-88-94.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

KIMURA, DAISUKE. "Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Study." Modern Language Journal 105, no. 3 (August 26, 2021): 655–78. http://dx.doi.org/10.1111/modl.12719.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Haugh, Michael, and Valeria Sinkeviciute. "The pragmatics of initial interactions: Cross-cultural and intercultural perspectives." Journal of Pragmatics 185 (November 2021): 35–39. http://dx.doi.org/10.1016/j.pragma.2021.09.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Kecskes, Istvan. "Editorial to the special issue “Current developments in intercultural pragmatics”." Journal of Pragmatics 151 (October 2019): 74–75. http://dx.doi.org/10.1016/j.pragma.2019.06.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Kun, Yang. "Book review: Linguistic Pragmatics of Intercultural Professional and Business Communication." International Journal of Cross Cultural Management 20, no. 1 (April 2020): 113–15. http://dx.doi.org/10.1177/1470595820915115.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Taguchi, Naoko, and Shuai Li. "Introduction to a thematic review: Pragmatics research in Chinese as a second language." Chinese as a Second Language Research 6, no. 1 (June 27, 2017): 1–6. http://dx.doi.org/10.1515/caslar-2017-0001.

Full text

Abstract:

AbstractAs Chinese is quickly becoming the language for intercultural communication, rules and norms of interaction in Chinese – how to speak with the level of politeness and formality required in a situation, or to understand another person’s intention communicated indirectly – are critical aspects of learning Chinese. Despite this growing interest in Chinese teaching and research, most studies have focused on formal aspects of Chinese competence (e.g., grammar and character knowledge), and little research has addressed pragmatic aspects of Chinese learning (Taguchi, 2015). To fill this gap, this thematic review presents four empirical studies on pragmatics in Chinese as a second language. Four studies deal with a variety of pragmatic features in Chinese (e.g., sentence final particles, formulaic expressions, request-making forms, mitigation strategies, stance markers) to illustrate how those features can inform us about L2 Chinese learners’ pragmatic competence and development.

APA, Harvard, Vancouver, ISO, and other styles

48

Bachelor, Jeremy W. "Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning." e-mentor 94, no. 2 (July 2022): 19–27. http://dx.doi.org/10.15219/em94.1561.

Full text

Abstract:

Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.

APA, Harvard, Vancouver, ISO, and other styles

49

Timpe-Laughlin, Veronika, and Ikkyu Choi. "Exploring the Validity of a Second Language Intercultural Pragmatics Assessment Tool." Language Assessment Quarterly 14, no. 1 (January 2, 2017): 19–35. http://dx.doi.org/10.1080/15434303.2016.1256406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Song, Yiyan. "A Comparative Analysis of Pragmatics in the Perspective of Intercultural Communication." International Journal of Education and Humanities 5, no. 2 (October 25, 2022): 142–45. http://dx.doi.org/10.54097/ijeh.v5i2.2126.

Full text

Abstract:

As an international Chinese language teacher who will go overseas for internship, it is very necessary to master the discourse rules in different cultural backgrounds, which plays a crucial role in the smooth implementation of intercultural communication. In this paper, through the author's four personal experiences of cross-cultural communication, as four cases of analyzing the discourse rules of cross-cultural communication, we will combine the relevant discourse rules and authoritative communication theories, such as Grice's principle of conversational cooperation, Edward-T-Hall's theory of high-context and low-context culture, Leech's principle of politeness, Brown and Levinson's theory of face, and so on, to analyze the discourse rules of appellative speech, introduction speech, greeting speech, etc. The differences in language terms such as appellative speech, introductory speech, greeting speech, invitation speech, request speech, compliment speech, and thank you speech are compared and explained, and the cultural conflicts and cultural communication phenomena involved are specifically analyzed.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Intercultural pragmatics'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles