Address in Italian Academic Interactions: The Power of Distance and (Non)-Reciprocity

Formentelli, Maicol; Hajek, John

doi:10.1057/9781137529923_7

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…A felsőoktatásban érvényesülő megszólítási szokások éppen az összetett társas helyzet miatt gyakran vizsgált területnek számítanak, és sajátos, a helyzethez igazodó megszólítási gyakorlatokat mutatnak (Formentelli 2008, Formentelli-Hajek 2015, Ballagó 2016.…”

Section: Az Oktató-hallgató Viszony Társas Sajátosságai Gyakorlatközösségekunclassified

“…Emellett az interjúk és a fókuszcsoportos beszélgetések a tegezés és nemtegezés aszimmetriájának gyakorlatára is rávilágítanak (vö. Formentelli-Hajek 2015). A legtöbb ellentmondásosan értelmezett kapcsolattartási helyzetet az okozza ugyanis a vizsgált közösségben, hogy az oktatók egy része és a hallgatók eltérően viszonyulnak a tegezés/tegeződés kérdéséhez.…”

Section: Az Aszimmetrikus Megszólítások Szerepe éS éRtelmezéseunclassified

“…A hallgatókkal készült fókuszcsoportos beszélgetések azt mutatják, hogy megfelelőnek érzik a nem kölcsönös gyakorlatokat, ugyanis az oktatási folyamat korábbi szakaszaiban hozzászoktak a személyhasználatot tekintve nem kölcsönös helyzetekhez, a tanárhoz viszonyított tanulói szerep fenntartja a gyerekszerepet (5). A nem kölcsönös viszonyok elfogadása, sőt pozitív megítélése összhangban van az olaszországi felsőoktatásra vonatkozó kutatási eredményekkel is (Formentelli-Hajek 2015).…”

Section: Az Aszimmetrikus Megszólítások Szerepe éS éRtelmezéseunclassified

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Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

Domonkosi¹

2021

AUCEN Sectio Linguistica Hungarica

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The aim of this paper is to show how Hungarian address practices are working in the context of higher education. The study also offers a description of interpretations and ideologies related to these practices. The research is based on questionnaires, individual and focus-group interviews conducted with teachers and students of a university institute training Hungarian teachers. The data reveal that the reciprocal use of V forms is the main strategy to convey respect and distance. They also show that a frequent practice is the non-reciprocal use of pronouns (Ön/Maga/te) and the comb inat i on of l ex i ca l forms encod ing var i ous degrees of social distance. The analysis points out that address practices in this community are shaped by the following factors: the hierarchical, role-dependent nature of the teacher-student relationship, the role of solidarity in joint work activities, and the adaptation of individual address repertoires to the norms of the practice community. The paper demonstrates that the non-reciprocal use of address forms does not indicate a high degree of hierarchy, but rather different ideologies and interpretations of address practices on the part of students and teachers.

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Section: Az Oktató-hallgató Viszony Társas Sajátosságai Gyakorlatközösségekunclassified

Section: Az Aszimmetrikus Megszólítások Szerepe éS éRtelmezéseunclassified

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Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

Domonkosi¹

2021

AUCEN Sectio Linguistica Hungarica

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Address practices in academic interactions in a pluricentric language

Formentelli¹,

Hajek²

2022

PRAG

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Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.

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Investigating address in regional varieties of Italian

Bresin

2023

Topics in Address Research

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In the context of great linguistic diversity characterising Italy, the case of singular V pronouns is a prime example of regional variation. Surprisingly, an updated and geographically comprehensive account – after Rohlfs’s study (1968) – is missing. This chapter contrasts the methodologies employed in two relevant studies, namely the LinCi project (Nesi & Poggi Salani 2013), and Bresin (2021). Common methodological issues are: comparability of data from the various research sites, authenticity of data, and generalisability of findings (connected to representativeness of samples). However, geographical comprehensiveness emerges as the most compelling methodological challenge in the Italian context. This chapter outlines the basic characteristics of an ideal methodology that would produce a geographically comprehensive account of address in Italian.

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Address in Italian Academic Interactions: The Power of Distance and (Non)-Reciprocity

Cited by 3 publications

References 7 publications

Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

Address practices in academic interactions in a pluricentric language

Investigating address in regional varieties of Italian

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