"Awe No Please Love Us": Exploring L2 Teachers and Learners' Perceptions of Online Intercultural (Im)Politeness

Autor/in	Allehaiby, Wid Hasen
Titel	"Awe No Please Love Us": Exploring L2 Teachers and Learners' Perceptions of Online Intercultural (Im)Politeness
Quelle	(2019), (258 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5131-0
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Second Language Instruction; Social Media; Pragmatics; Intervention; Language Teachers; Student Attitudes; Teacher Attitudes; Intercultural Communication; Teaching Methods; Language Usage; Computer Mediated Communication; Metalinguistics; Official Languages + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Medien; Pragmalinguistik; Language teacher; Sprachunterricht; Schülerverhalten; Lehrerverhalten; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Computerkonferenz; Metalanguage; Metasprache; Office language; Amtssprache
Abstract	Based on Kecskes's (2014) intercultural pragmatics model, this study focuses on L2 teacher and learner perceptions of how conventionalized impoliteness formulae and implicational impoliteness (Culpeper, 2011) are shaped, negotiated, and produced interculturally on a social networking site (SNS), Instagram. In addition, the research sought to understand participants' perceptions of the potential teachability of (im)politeness using extracts from Instagram. Teachability here related to both the pedagogical potential of these materials and their appropriateness for a formal instructional setting. The findings of the study suggest that participants view impoliteness language as characteristic of online platforms and that the featured topic also played a strong role in whether an instance was viewed as impolite; however, a metapragmatic intervention included in the interviews suggests that participants can become more aware of the different ways in which (im)politeness can be produced or perceived by users of a lingua franca, when prompted to reflect on linguistic choices. As for the potential teachability of impoliteness in a formal educational setting, participants were divided. The reasons that they give for supporting or rejecting the idea of social media texts as a means of teaching impoliteness point to some of the possible challenges teacher educators and program developers might face in integrating intercultural politeness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01