Chapters in this book

1. Frontmatter i
2. Contents v
3. Figures and Tables ix
4. Acknowledgements xi
5. Transcription Conventions xiii
6. Introduction
7. Intercultural Understanding and the Intercultural Speaker in a Global World 1
8. Pragmatic Competence and Intercultural Communicative Competence 3
9. Language Use as Emergent through Intercultural Interaction 4
10. Social Action and Joint Activity 5
11. Metapragmatic Awareness of Language Use in Context 6
12. Outline of the Book 8
13. 1 Intercultural Communicative Competence as Language Use: A Pragmatic Perspective
14. Introduction 11
15. Situating Pragmatics from a Social and Interactional Perspective 12
16. Defining Intercultural Competence 15
17. Models of Intercultural (Communicative) Competence 19
18. Dimensions of Communicative Competence 25
19. Intercultural Communicative Competence: A Pragmatics Perspective 32
20. Conclusion 37
21. 2 Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding
22. Introduction 38
23. Defining the Construct of Pragmatic Competence 39
24. Perspectives of Pragmatic Competence 43
25. Pragmatic Competence from an Intercultural Pragmatics Perspective 51
26. Conclusion 54
27. 3 Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding
28. Introduction 56
29. Pragmatic-Discursive Approach to Intercultural Interaction 57
30. Intercultural Interaction through Joint Action 58
31. Intention and Attention 60
32. Pragmatic Contexts 63
33. Emergent Common Ground 65
34. Data Analysis 66
35. Metapragmatic Awareness 67
36. Variability 69
37. Conclusion 72
38. 4 Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom
39. Introduction 74
40. Developing Pragmatic Competence in the Foreign Language Classroom 75
41. Teaching Pragmatic and Intercultural Competence 78
42. Intercultural Perspective on Teaching and Learning 79
43. Classroom-Based Study of Learning Spanish as a Foreign Language 84
44. Requesting in the Foreign Language Classroom 91
45. Apologizing in the Foreign Language Classroom 98
46. Refusing in the Foreign Language Classroom 106
47. Metapragmatic Awareness and Reflection 111
48. Metapragmatic Reflection of Speech Acts in Interaction 118
49. Conclusion 123
50. 5 Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners
51. Introduction 125
52. Refusals 126
53. Sociopragmatic Knowledge, Metapragmatic Awareness and Reflection 129
54. Study Abroad as a Site for Social Interaction and Reflection 131
55. Negotiation of Refusal Practices and Metapragmatic Awareness 134
56. Refusing in Informal and Formal Intercultural Interactions 138
57. Insights on Refusal Practices and Sociopragmatic Knowledge 150
58. Verbalizations as Insights for Raising Metapragmatic Awareness 155
59. Conclusion 157
60. 6 Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts
61. Introduction 159
62. Considerations of (Im)politeness in Intercultural Pragmatics 160
63. Identity, Mediation and Agency in Study Abroad Contexts 163
64. Evaluations of Impoliteness and Rapport Management 165
65. Research on Evaluations of Intercultural Impoliteness 167
66. Perception of Offense Abroad through Impoliteness Events Method 168
67. Perceived Offense in Intercultural Impoliteness Abroad 173
68. Reflexive Metapragmatic Awareness 180
69. Conclusion 183
70. Conclusion 186
71. References 192
72. Index 208