Awareness in Intercultural Communication

Roberts, Celia

doi:10.1080/09658419808667104

Cited by 24 publications

(7 citation statements)

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“…These ideologically constructed perceptions tend to take the form of essentialist notions that particular cultural groups uniquely embody characteristics such as 'politeness', 'shyness', 'aggressiveness', 'indirectness' etc. (Holliday 2011), and therefore when one speaker interprets an interlocutor from a different cultural group as 'rude' or 'friendly', such attributions are frequently informed by pragmatic assumptions filtered through the lens of out-group stereotypes (Roberts, 1998). Thus, pragmatic interpretation is not simply a linguistic or sociocultural process but also a social psychological one.…”

Section: Unpacking the Sociopragmatic Domain Within An Intercultural mentioning

confidence: 99%

L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness

McConachy

2019

Journal of Pragmatics

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Section: Unpacking the Sociopragmatic Domain Within An Intercultural mentioning

confidence: 99%

L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness

McConachy

2019

Journal of Pragmatics

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“…These issues concern not only the language used, but also the different way of managing communication and the patterns of interpersonal behaviour in general. Their importance in workplace contexts and professions is considered so relevant that intercultural communication awareness training has been implemented (Gumperz & Roberts 1980, McGregor & Williams 1984, Roberts 1998, Pan et al 2002.…”

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confidence: 99%

Specialised Discourse in Multilingual and Multicultural Contexts

Gotti¹

2004

asp

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Cet article examine les effets du développement récent des domaines spécialisés, sous l’effet d’un processus continu de mondialisation économique. Cette tendance à la globalisation a non seulement soulevé d’importantes questions socioculturelles, commerciales et de communication, mais a également affecté le domaine juridique, où une perspective internationale s’est généralisée. Cependant, malgré les efforts croissants de la communauté internationale pour garantir une harmonisation toujours plus importante de la législation et des procédures, certaines contraintes locales et des aspects culturels spécifiques continuent de représenter un facteur de conditionnement pertinent. Ceci est particulièrement visible dans les textes normatifs en vigueur dans divers contextes, qui montrent des écarts dûs non seulement à des systèmes juridiques et culturels différents, mais également à l’usage de codes linguistiques différents. Aujourd’hui, nombre de textes en vigueur au niveau local sont en effet le produit d’un processus de traduction ou d’adaptation de documents plus généraux, rédigés à un niveau international.

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“…Due to the interdisciplinary relationship existing between culture and pragmatics, an attempt to include both in the teaching must be achieved. As a matter of fact, not addressing the target culture in the classroom induces learners to consider their own culture as the standard, and the foreign one as an exception (Roberts 1998).…”

Section: The Role Of Textbooks In the Instruction Of Pragmatic Competmentioning

confidence: 99%

Overcoming textbooks’ pragmatic deficiencies: A teaching proposal to implement the instruction of requests in the EFL classroom

Romero¹

2019

ForumRecerca

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Overcoming textbook's pragmatic deficiencies 210 I. AbstractOver the years, English has become the language of the world. As a result, there has been a rising demand for learning the language, and consequently, a significant emergence of English courses. Nevertheless, some deficiencies have been identified in these courses and their materials (i.e. textbooks). Traditionally, English teaching and learning have been almost exclusively associated with the acquisition of its grammar. As a consequence, it is still unreasonably difficult to find materials for developing the pragmatic competence (Celce-Murcia 2007), despite having been regarded as essential in the acquisition process of a language. With a view to overcoming this lack of pragmatics in English courses developed in foreign contexts, the current study is aimed at designing a teaching proposal for the instruction of pragmatics, and more specifically, of the speech act of requesting. Prospective students will be given the opportunity to explore a most widely used speech act deemed as the most controversial due to its face-threatening nature. With this aim in mind, first, significant research conducted on this particular assumption will be outlined. Then, on the basis of previous literature, and considering the pragmatic deficiencies conventionally encountered in textbooks, the aforementioned teaching proposal will be elaborated. Target learners will be Spanish first-year baccalaureate students (at B1 level). Following Martínez-Flor's (2010) and Usó-Juan's (2010) approaches, five main stages, accounting for input, output, and feedback will be designed. The proposal is expected to ensure real-based and appropriate acquisition of the English language in foreign contexts.

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Awareness in Intercultural Communication

Cited by 24 publications

References 26 publications

L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness

L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness

Specialised Discourse in Multilingual and Multicultural Contexts

Overcoming textbooks’ pragmatic deficiencies: A teaching proposal to implement the instruction of requests in the EFL classroom

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