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Autor/inHuang, Xu
TitelA Pragmatic Study of Relational Identity in Bystander Intervention
QuelleIn: Higher Education Studies, 8 (2018) 2, S.81-91 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1925-4741
SchlagwörterAudiences; Intervention; Participation; Pragmatics; Social Psychology; Discourse Analysis; Case Studies; Social Action; Self Concept; Video Technology; Observation; Data Analysis; Foreign Countries; Aggression; Conflict; Conflict Resolution; Decision Making; Sociolinguistics; China (Shanghai)
AbstractGiven that intervention has been relatively under-researched in pragmatics, this paper offers a linguistic-pragmatic examination of a case of bystander intervention, a notion which is generally known in social psychology. This study approaches the phenomenon of bystander intervention by analyzing discourse data transcribed from a video posted online. Drawing on participation status and relational identity theory, this paper investigates the issues of relational identity and relationships involved in an intervening interaction. The findings indicate that the intervener's relational identity is in a constant process of construction and negotiation, and the study also notices that three most prominent strategies in our case are employed that give rise to the effective intervention, namely humor, empathy and imposition of power, which might provide some insights into further research in this field. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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