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dc.contributor.advisorWarner, Chantelle
dc.contributor.authorAllehaiby, Wid Hasen
dc.creatorAllehaiby, Wid Hasen
dc.date.accessioned2019-06-28T04:00:53Z
dc.date.available2019-06-28T04:00:53Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10150/633087
dc.description.abstractBased on Kecskés’s (2014) intercultural pragmatics model, this study focuses on L2 teacher and learner perceptions of how conventionalized impoliteness formulae and implicational impoliteness (Culpeper, 2011) are shaped, negotiated, and produced interculturally on a social networking site (SNS), Instagram. In addition, the research sought to understand participants’ perceptions of the potential teachability of (im)politeness using extracts from Instagram. Teachability here related to both the pedagogical potential of these materials and their appropriateness for a formal instructional setting. The findings of the study suggest that participants view impoliteness language as characteristic of online platforms and that the featured topic also played a strong role in whether an instance was viewed as impolite; however, a metapragmatic intervention included in the interviews suggests that participants can become more aware of the different ways in which (im)politeness can be produced or perceived by users of a lingua franca, when prompted to reflect on linguistic choices. As for the potential teachability of impoliteness in a formal educational setting, participants were divided. The reasons that they give for supporting or rejecting the idea of social media texts as a means of teaching impoliteness point to some of the possible challenges teacher educators and program developers might face in integrating intercultural politeness.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subject(Im)politeness
dc.subjectIntercultural Pragmatics
dc.subjectSecond Language Acquisition
dc.subjectSocial Networking Sites
dc.subjectTeacher and Learner Perceptions
dc.title“Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberEcke, Peter
dc.contributor.committeememberWildner-Bassett, Mary
dc.contributor.committeememberJohnson, Chris
thesis.degree.disciplineGraduate College
thesis.degree.disciplineSecond Language Acquisition & Teaching
thesis.degree.namePh.D.
refterms.dateFOA2019-06-28T04:00:53Z


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