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    Politeness in Intercultural Communication: Some Insights into the Pragmatics of English as an International Language

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    Author
    Kuchuk, Alexandra
    Issue Date
    2012
    Keywords
    Politeness
    Pragmatic Competence
    Pragmatics
    Second Language Acquisition
    Second Language Acquisition & Teaching
    English as an International Language
    Intercultural Communication
    Advisor
    Gilmore, Perry
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Taking a social constructionist perspective, this dissertation explores politeness-as-practice (Eelen, 2001) of L2 English speakers in intercultural communication encounters. The study is situated within the English as an International Language (EIL) paradigm which suggests that pragmatic norms in interaction between EIL speakers are dynamic and flexible, and therefore, instead of measuring EIL speakers' success in interaction against a "native-speaker" norm, the research should focus on how speakers themselves define and (co-)construct pragmatic norms and successful interaction (e.g., House, 2003a; McKay, 2009). The view of politeness taken in this study is based on postmodern approaches to politeness, which submit that politeness is dynamic and that the politeness meanings of particular strategies, utterances, and linguistic forms are assigned to them by participants within an interaction. Data were collected through background questionnaires, written questionnaires in the form of critical incidents, and semi-structured informal interviews. The data were analyzed qualitatively, relying primarily on discourse analysis complemented by the theories of "third place", facework, and politeness. The results of this study offer insights into the nature of pragmatic competence in EIL, the processes of the development of such competence, and challenges that L2 English speakers face in this process. Specifically, this study investigates how L2 speakers of English conceptualize politeness, the hybrid and dynamic nature of their pragmatic competence in general and politeness-in-practice in particular, and the interrelationship between politeness and other factors that determine the speakers' pragmatic choices in situations that have potential for misunderstanding, conflict, and face loss. This dissertation contributes to the theory and research in the fields of Second Language Acquisition (SLA), EIL, Intercultural Communication, Interlanguage Pragmatics and Politeness by providing insights into the pragmatic competence and politeness of L2 English speakers. This work deepens the body of scholarship in these fields in that it provides the speakers' own perspectives on the processes of their pragmatic competence development and their concepts of politeness. It is also hoped that insights provided by this study will benefit English language teachers who aim to develop intercultural communicative competence in their classrooms.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Second Language Acquisition & Teaching
    Degree Grantor
    University of Arizona
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