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Chapter 1. Culture, gender, ethnicity, identity in discourse

Exploring cross-cultural communicative competence in American university contexts
  • Catherine Evans Davies
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Language Learning, Discourse and Cognition
Ein Kapitel aus dem Buch Language Learning, Discourse and Cognition

Abstract

International teaching assistants in charge of undergraduate classes in American universities present the anomalous situation of the non-native speaker in the role of higher authority, but the native-speaker having greater communicative resources and cultural knowledge. This interactional sociolinguistic case study of a facilitated negotiation of discourse style in conversations between a Chinese teaching assistant and an African-American undergraduate explores the situated enactment and interpretation of identity in relation to culture, gender, and ethnicity. A multilayered analysis involves videotaped role-plays based on a prototypical teacher/student interaction with conflicting goals, guided feedback, repeat enactments, playback sessions, and reverse role-plays. It explores the situated presentation of self and the attempt to exercise power, and reveals difficulties in the development of cross-cultural communicative competence when a discourse style is associated with values incompatible with presentation of self and thus emotionally unacceptable (in this case, to the African-American undergraduate).

Abstract

International teaching assistants in charge of undergraduate classes in American universities present the anomalous situation of the non-native speaker in the role of higher authority, but the native-speaker having greater communicative resources and cultural knowledge. This interactional sociolinguistic case study of a facilitated negotiation of discourse style in conversations between a Chinese teaching assistant and an African-American undergraduate explores the situated enactment and interpretation of identity in relation to culture, gender, and ethnicity. A multilayered analysis involves videotaped role-plays based on a prototypical teacher/student interaction with conflicting goals, guided feedback, repeat enactments, playback sessions, and reverse role-plays. It explores the situated presentation of self and the attempt to exercise power, and reveals difficulties in the development of cross-cultural communicative competence when a discourse style is associated with values incompatible with presentation of self and thus emotionally unacceptable (in this case, to the African-American undergraduate).

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Acknowledgements ix
  5. Introduction. Discourse and cognitive perspectives on language learning 1
  6. Part I. Discourse perspectives
  7. Chapter 1. Culture, gender, ethnicity, identity in discourse 11
  8. Chapter 2. Discourse management strategies revisited 37
  9. Chapter 3. Senior confessions 63
  10. Part II. Cognitive perspectives
  11. Chapter 4. The speech went on (and on) as Kerry dozed off (*and off) 85
  12. Chapter 5. The role of embodiment in the semantic analysis of phrasal verbs 111
  13. Chapter 6. Synesthetic metaphors of sound 131
  14. Chapter 7. Conceptual vs. inter-lexical polysemy 159
  15. Part III. Applications to L2 teaching and learning
  16. Chapter 8. Formulaicity and context in second language pragmatics 193
  17. Chapter 9. What is happened? Your amazon.com order has shipped 213
  18. Chapter 10. Effects of L2 exposure on the use of discourse devices in L2 storytelling 249
  19. Chapter 11. The use of hedging devices in L2 legal writing 275
  20. Afterword. The theoretical and applied foundations of Andrea Tyler’s approach to the study of language 301
  21. Name index 311
  22. Subject Index 315
https://doi.org/10.1075/hcp.64.02dav

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Acknowledgements ix
  5. Introduction. Discourse and cognitive perspectives on language learning 1
  6. Part I. Discourse perspectives
  7. Chapter 1. Culture, gender, ethnicity, identity in discourse 11
  8. Chapter 2. Discourse management strategies revisited 37
  9. Chapter 3. Senior confessions 63
  10. Part II. Cognitive perspectives
  11. Chapter 4. The speech went on (and on) as Kerry dozed off (*and off) 85
  12. Chapter 5. The role of embodiment in the semantic analysis of phrasal verbs 111
  13. Chapter 6. Synesthetic metaphors of sound 131
  14. Chapter 7. Conceptual vs. inter-lexical polysemy 159
  15. Part III. Applications to L2 teaching and learning
  16. Chapter 8. Formulaicity and context in second language pragmatics 193
  17. Chapter 9. What is happened? Your amazon.com order has shipped 213
  18. Chapter 10. Effects of L2 exposure on the use of discourse devices in L2 storytelling 249
  19. Chapter 11. The use of hedging devices in L2 legal writing 275
  20. Afterword. The theoretical and applied foundations of Andrea Tyler’s approach to the study of language 301
  21. Name index 311
  22. Subject Index 315
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Heruntergeladen am 19.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/hcp.64.02dav/html
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