Pragmatic Pitfalls of Learning/Teaching German

Lovik, Thomas A.

doi:10.2307/3530516

Cited by 7 publications

(4 citation statements)

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“…Contrastive elements such äs 1) different routines for the same Situation 2) different fimctions for what appears to be the same routine 3) differences in social situations which are culture specific, or 4) overgeneralizations of routines need to be taken into account. Further contrasts are possible 1) within the ränge of the speaker's own variations, 2) with different Systems of marking, 3) from differences in the power paradigm, 4) in concepts of politeness generally, 5) in the presentation of seif, 6) between form and fiinction, and 7) among nonverbal or paralinguistic elements (14,18). « There are some good suggestions äs to how to teach conversational routines and strategies, and some good materials are available.…”

Section: Teaching These Polite Noises and Routinesmentioning

confidence: 99%

Intercultural Pragmatics and Proficiency: ‘Polite’ Noises for Cultural Appropriateness

Wildner-Bassett¹

1994

IRAL - International Review of Applied Linguistics in Language Teaching

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This article summarizes a study in the field of German-English interlanguage pragmatics which investigates pragmatic declarative and procedural knowledge äs realized by routine formulas and conversational strategies. Language instruction which has the goal of developing metapragmatic declarative knowledge äs well äs situational/ functional (procedural) knowledge-results in real progress toward proficiency, even at the elementary level of language instruction. The results of the empirical study show a typology of deficits and characteristic pragmatic aspects of American learners' German interlanguage. These findings and further studies of the pragmatics of the native, target, and interlanguages of our students will help us successfully teach them to make the right polite noises at the time most interactionally appropriate for achieving their personal communicative goals in the target language.This contribution reports a study in the field of German-English intercultural and interlanguage pragmatics which investigates pragmatic declarative and procedural knowledge 1 äs realized by routine formulas and conversational strategies. The important difference between these types of knowledge is summarized by O'Malley and Chamot (16: p. 20) äs follows: "All of the things we know about constitute declarative knowledge, and the things we know how to do are procedural knowledge'' If we are to help adult students reach the goal of oral proficiency on any level, we need to investigate the development of pragmatic, procedural knowledge in learners äs they take part in target language communication. The more we know about this procedural knowledge, the more we will be in the position to include empirically sound Information about pragmatic aspects of the target language in instructional materials and syllabi. We äs classroom teachers, textbook authors, or curriculum designers for adult \anguage learners need to increase our own awareness of pragmatic aspects of students' interlanguage in order to be able to pass this knowledge on to our learners.The ultimate goal of this research is to discover the best way to present pragmatic aspects of the target language to learners. A theoretical and practical model needs to focus on how to help learners integrale in memory pragmatic Information about the target language and Information Brought to you by | University of Michigan Authenticated Download Date | 6/21/15 10:33 PM

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Section: Teaching These Polite Noises and Routinesmentioning

confidence: 99%

Intercultural Pragmatics and Proficiency: ‘Polite’ Noises for Cultural Appropriateness

Wildner-Bassett¹

1994

IRAL - International Review of Applied Linguistics in Language Teaching

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“…Most language classes already include a wide array of linguistic items that are inherently connected to social and cultural contexts. Many German language programs start with greetings, introductions, and a brief discussion of formal and informal address: du vs. Sie (Lovik, ). Quite clearly, these learning targets have cultural significance and are tied to tangible linguistic elements (phrases and chunks such as “Hallo, wie geht's?” “Ich heiße.…”

Section: Learning and Teaching Interactionmentioning

confidence: 99%

Beyond Grammar: Teaching Interaction in the German Language Classroom

Betz

Huth

2014

Die Unterrichtspraxis

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“…Shifting to the GSL perspective, Kramsch (1981Kramsch ( , 1983 presents an approach involving two steps: first, students learn to recognize and analyze pragmatic devices in authentic texts; then they are provided with opportunities for their own production through dialogs, role plays, and oral chaining techniques. Lovik (1987) is a programmatic statement concerning contrastive pragmatics, with valuable examples of form/function mismatches with bitte and greetings, responses to offers, and in nonverbal signals of listenership. Rings (1989) presents an analysis of a simulated telephone conversation in terms of speech act sequencing, register, and cultural events and politeness, together with suggested first-year classroom activities.…”

Section: The Views From Esl and Gslmentioning

confidence: 99%

“…I would like to suggest some specific ways of including the development of pragmatic awareness and interactional competence in our classrooms, acknowledging and building on Nash (1976), Mugglestone (1980), Kramsch (1981Kramsch ( , 1993, Bublitz and Weber (1986), Lovik (1987), Lörscher and Schulze (1988), Rings (1989Rings ( , 1992Rings ( , 1994, Arendt (1996), and Bardovi-Harlig (1996). I return to the pedagogical points laid out at the beginning of the paper, and suggest that each point can be applied at all levels of language teaching.…”

Section: Implications For the Classroommentioning

confidence: 99%

Developing awareness of crosscultural pragmatics: The case of American/German sociable interaction

Davies¹

2004

Multilingua - Journal of Cross-Cultural and Interlanguage Communication

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The elaboration of the theoretical notion of communicative competence reflects a growing awareness of the importance of pragmatic knowledge in achieving mastery of a second language. Such awareness includes the recognition that teaching language effectively includes teaching culture in the most fundamental sense. Using the framework of interactional sociolinguistics to link theoretical work on cultural ethos and research in crosscultural pragmatics 1 with the interpretation of situated language use, this article draws teachers' attention to three interrelated aspects of conversational style which are important in initial crosscultural encounters between Americans and Germans. The goal is to provide teachers of both English and German as second languages with conceptual frameworks for and ideas about classroom practice which will teach culture appropriately by fostering pragmatic awareness and interactional competence crossculturally. 2 The argument is made that language teachers should give pragmatic competence/awareness the highest priority in the classroom, from the beginning of language study.

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Pragmatic Pitfalls of Learning/Teaching German

Cited by 7 publications

References 0 publications

Intercultural Pragmatics and Proficiency: ‘Polite’ Noises for Cultural Appropriateness

Intercultural Pragmatics and Proficiency: ‘Polite’ Noises for Cultural Appropriateness

Beyond Grammar: Teaching Interaction in the German Language Classroom

Developing awareness of crosscultural pragmatics: The case of American/German sociable interaction

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