Mutual understanding as a procedural achievement in intercultural interaction
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Shiao-Yun Chiang
Abstract
This paper proposes that mutual understanding is a procedural achievement in intercultural interaction. Drawing on SLA and LSI studies, this paper examines the specific procedures in which understanding troubles are displayed and managed in a number of dyadic interactions between international teaching assistants and American college students in office hours. The close analyses of these interactions revealed that understanding troubles might occur in the forms of non-understanding, misunderstanding, and understanding with uncertainty, and that mutual understanding could be procedurally achieved in the give and take of communication. The findings here suggest that interactional skills should be included as an integral part of intercultural competence in the study of pragmatics.
© 2009 by Walter de Gruyter GmbH & Co. KG, D-10785 Berlin
Artikel in diesem Heft
- Cancelability and the primary/secondary meaning distinction
- Communication strategies as vehicles of intercultural border crossing
- Other-Repair in Chinese conversation: A case of web-based academic discussion
- Māori men at work: leadership, discourse, and ethnic identity
- Mutual understanding as a procedural achievement in intercultural interaction
- Address in intercultural communication across languages
- Reviewed of Christiane Dalton-Puffer. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins
- Contributors to this issue
Artikel in diesem Heft
- Cancelability and the primary/secondary meaning distinction
- Communication strategies as vehicles of intercultural border crossing
- Other-Repair in Chinese conversation: A case of web-based academic discussion
- Māori men at work: leadership, discourse, and ethnic identity
- Mutual understanding as a procedural achievement in intercultural interaction
- Address in intercultural communication across languages
- Reviewed of Christiane Dalton-Puffer. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins
- Contributors to this issue
