Discursive Constructions of Language Variation in a Chinese-German eTandem

Autor/inn/en	Renner, Julia; Kaltenegger, Sandra
Titel	Discursive Constructions of Language Variation in a Chinese-German eTandem
Quelle	In: International Journal of Multilingualism, 20 (2023) 3, S.1185-1204 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1964513
Schlagwörter	Language Variation; German; Computer Mediated Communication; Standard Spoken Usage; Inclusion; Mandarin Chinese; Intercultural Communication; Discourse Analysis; Asian Culture; Cultural Awareness; Metalinguistics; Foreign Countries; Nonstandard Dialects; Language Attitudes; Student Attitudes; Second Language Learning; Second Language Instruction; College Students; International Educational Exchange; Austria; Taiwan + Suchen Sie Ihr Suchwort? Sprachenvielfalt; Deutscher; Computerkonferenz; Gesprochene Sprache; Umgangssprache; Inklusion; Interkulturelle Kommunikation; Diskursanalyse; Cultural identity; Kulturelle Identität; Metalanguage; Metasprache; Ausland; Sprachverhalten; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Internationaler Austausch; Österreich
Abstract	The starting point for this research is an eTandem initiative between learners of Mandarin Chinese and German. The participants mainly learnt the dominant variety of their target languages (German Standard German, Mainland Chinese Standard Mandarin), however, their tandem partners are speakers of a non-dominant variety (Austrian Standard German, Taiwanese Standard Mandarin). Due to this pairing, some speakers felt prompted to position themselves in relation to the discussed varieties. The empirical study analyses the discursive construction of language variation of one eTandem dyad that elaborated on this topic at length. For this purpose, we adopted a critical discourse analysis approach and focused on three aspects (nomination, predication, perspectivisation). The results reveal that language variation in the Chinese context, especially the concept of Fangyán, was difficult to grasp and explain, while the discussion on German was more clear-cut. Standard language was conceptualised as a tool for inclusion, whereas non-standard varieties were conceived as excluding but also as a means to create community belonging. Based on our results we conclude that diversity in varieties in tandem learning has the potential to offer valuable opportunities not only to learn about target language variation, but also to increase language awareness regarding one's expert language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01