Understanding im/politeness across cultures: an interactional approach to raising sociopragmatic awareness.

Autor/inn/en	Haugh, Michael; Chang, Wei-Lin Melody
Titel	Understanding im/politeness across cultures: an interactional approach to raising sociopragmatic awareness.
Quelle	In: International review of applied linguistics in language teaching, 53 (2015) 4, S. 389-414 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 1; Literaturangaben
Sprache	englisch; chinesische Zitate
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2015-0018
Schlagwörter	Höflichkeit; Bewusstmachung; Identität; Interkulturelles Lernen; Methodik; Pragmatik (Ling)
Abstract	Politeness is an important aspect of communication, particularly across cultures where misunderstandings can have very negative relational consequences. Yet while various approaches to politeness in the context of second language learning have been developed, such approaches have either been largely atheoretical in their conceptualisation of politeness or have employed models that do not adequately capture participant understandings of politeness across cultures. In this paper, it is argued that an approach encompassing participant understandings of politeness is a more appropriate starting point for raising sociopragmatic awareness about im/politeness across languages and cultures. An interactional approach whereby raising pragmalinguistic awareness about the interactional achievement of particular meanings and actions in interaction is combined with raising sociopragmatic awareness about what underlies evaluations of those meanings and actions as im/polite is advocated. It is argued that raising sociopragmatic awareness in this way provides learners with the means to analyse differences between the politeness systems of their first and second languages, thereby allowing them to make more informed choices in regards to both constituting their L2 identities as well as their relationships with others. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2